Guided inquiry learning with virtual and video experiments during Covid-19 remote schooling significantly improves seventh-graders' conceptual understanding in physics¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Students' conceptual understanding improved significantly from pre-test to immediate post-test after guided inquiry learning with virtual and video experiments during remote schooling, with a large time effect. → Flegr 2023

Evidence¶

Flegr 2023¶

Flegr, S., Kuhn, J., & Scheiter, K. (2023). How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, 101778. https://doi.org/10.1016/j.learninstruc.2023.101778

q3 · i3 · causal · r3

Pre-registered randomized experiment with N = 154 seventh-graders learning at home during Covid-19 remote schooling, randomly assigned within classes to three conditions. The two-way mixed ANOVA showed a large main effect of time (partial η2 = 0.62): "students performed better in the immediate post-test (M = 61.47%, SE = 1.62) than in the pre-test (M = 37.23%, SE = 1.16)".

"The mixed ANOVA revealed a significant main effect of time, F(1, 151) = 244.71; MSE = 44957.24; p < .0001; partial η2 = 0.62 (large effect), suggesting that students performed better in the immediate post-test (M = 61.47%, SE = 1.62) than in the pre-test (M = 37.23%, SE = 1.16)."

Discussion¶

Related Claims¶

• Seventh-graders in remote inquiry learning accurately monitor their own learning, with no differences between experimentation conditions — related
• The order of video and virtual experiments (video-virtual vs. virtual-video) does not affect conceptual understanding in remote inquiry learning — related
• Learning gains from remote inquiry with virtual and video experiments remain relatively stable from post-test to eight-week follow-up, with a slight decline — related
• Combining a video experiment with a virtual experiment does not foster conceptual understanding more than a virtual experiment alone during remote schooling — related
• Accuracy of experimentation shows no condition differences but a small condition effect and correlates strongly with conceptual understanding at post-test — related
• Students' subjective appraisals of the remote inquiry lesson are comparable across conditions, and perceived cognitive demands correlate negatively with test scores — related