Multiple-hypothesis strategies improve performance only when simulation complexity is low¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Forcing multiple plausible hypotheses led to more effective performance than a single hypothesis, but only at low simulation complexity; no advantage appeared at higher complexity. → Ton de Jong 1998

Evidence¶

Ton de Jong 1998¶

Ton de Jong, Wouter R. van Joolingen. (1998). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. Review of Educational Research. https://telearn.hal.science/hal-00190680v1

q2 · i? · review · r3

The review reports Quinn and Alessi's experiment with a disease-spread simulation, in which students wrote down one or multiple plausible hypotheses before experimenting; the multiple strategy gave "more effective performance" only at low complexity.

"Their data showed that the multiple hypothesis strategy indeed lead to more effective performance (reaching a required state of the simulation), but only if the complexity of the simulation was low."

Discussion¶

Related Claims¶

• Model progression benefits learning only in sufficiently complex simulations; in a simple domain it was less efficient than full complexity from the start — related
• Learners have difficulty generating and adapting hypotheses, with low process validity and strong persistence of initial hypotheses — related
• Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related
• Guidance during inquiry learning improves post-inquiry learning outcomes (d = 0.50) — related
• KLI complexity-matching hypothesis: instructional principles of a given complexity are effective for knowledge components of equal or greater complexity but not less complex ones — related