The article concludes there is no significant difference between knowledge acquired through real experiments and through computer-simulated experiments¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Real-experiment and simulation-supported instruction produced very similar conceptual understanding of charging, with only slight differences attributable to the features of each approach. → Ajredini 2013
Evidence¶
Ajredini 2013¶
Ajredini, F., Izairi, N., Zajkov, O. (2013). Real Experiments versus PhET Simulations for Understanding Electrostatic Charging. European J of Physics Education, 5(1). https://ejpe.phywe.de
q2 · i? · causal · r?
Overall conclusion of the three-group quasi-experiment comparing Real (n=86) and Sim (n=81) groups against a traditionally taught control group (n=58) on a paper-and-pencil conceptual test. The article states "there is no significant difference" between the two experimental approaches.
"This research shows that there is no significant difference between the knowledge acquired through learning supported by real experiments and the one through learning supported by computer simulated experiments."
Discussion¶
Related Claims¶
- Electrostatic induction questions produced the lowest achievement of all six situations, and the Real group outperformed the Sim group despite the simulation's ability to visualize charge redistribution — reports the opposite
- Tenth-grade students taught electrical charging with real experiments or PhET simulations gave more correct posttest answers on a like-charge interaction question than students taught by traditional direct teaching — related
- Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related
- Achievement on questions testing force-distance and force-charge relations dropped sharply in all groups, with experimental groups still ahead of the control group — related
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