Hands-on experiments promote epistemic and value-related situational interest more than computer simulations, while emotional situational interest does not differ¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Experiment students showed higher epistemic situational interest than simulation students (d Study I = − 0.33; d Study II = − 0.54). → Krüger 2022 q3 i1 Experiment students showed higher value-related situational interest than simulation students (d Study I = − 0.35; d Study II = − 0.37). → Krüger 2022 (2) q3 i? No difference between methods in the emotional component of situational interest in either study. → Krüger 2022 (3)

Evidence¶

Krüger 2022¶

Krüger, J. T., Höffler, T. N., Wahl, M., Knickmeier, K., & Parchmann, I. (2022). Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education. Instructional Science. https://doi.org/10.1007/s11251-021-09566-1

q3 · i2 · causal · r2

Post-test situational interest (Engeln 2004 questionnaire, 12 items, 4-point scale) in both randomized studies; t-tests with FDR correction showed experiments beat simulations on the epistemic component, with printed effect sizes d Study I = − 0.33 and d Study II = − 0.54.

"students who worked with the experiments showed a higher level of the epistemic (d Study I = − 0.33; dStudy II = − 0.54) and value-related (d Study I = − 0.35; dStudy II = − 0.37) component of the situational interest"

Krüger 2022 (2)¶

Krüger, J. T., Höffler, T. N., Wahl, M., Knickmeier, K., & Parchmann, I. (2022). Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education. Instructional Science. https://doi.org/10.1007/s11251-021-09566-1

q3 · i1 · causal · r2

Same two-study comparison, value-related component: experiments exceeded simulations with printed effect sizes d Study I = − 0.35 and d Study II = − 0.37, significant after FDR correction.

"students who worked with the experiments showed a higher level of the epistemic (d Study I = − 0.33; dStudy II = − 0.54) and value-related (d Study I = − 0.35; dStudy II = − 0.37) component of the situational interest"

Krüger 2022 (3)¶

Krüger, J. T., Höffler, T. N., Wahl, M., Knickmeier, K., & Parchmann, I. (2022). Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education. Instructional Science. https://doi.org/10.1007/s11251-021-09566-1

q3 · i? · causal · r2

Across both randomized studies the emotional component of situational interest (e.g., feeling comfortable while working) did not differ between experiment and simulation groups; no effect size was printed for this null finding.

"We could not observe a differ - ence in the emotional component of situational interest between the two methods for both studies."

Discussion¶

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