Pupils taught with a virtual laboratory solved tasks involving visualization elements more successfully than control-group pupils¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group (mean 9.54 of 13 possible points) significantly outperformed the control group (mean 6.89) on the five visualization tasks (P = 0.000). → Herga et al. 2014

Evidence¶

Herga et al. 2014¶

Nataša Rizman Herga, Milena Ivanuš Grmek, Dejan Dinevski. (2014). Virtual Laboratory as an Element of Visualization when Teaching Chemical Contents in Science Class. TOJET: The Turkish Online Journal of Educational Technology, 13(4). https://eric.ed.gov/?id=EJ1043246

q3 · i? · causal · r1

Analysis of the five test tasks (tasks 2, 3, 8, 10, 11) with visualization elements, worth 13 points. The t-test gave EG mean 9.54 (SD 2.19) versus CG mean 6.89 (SD 2.03), statistically significant (t = 6.455, P = 0.000), confirming hypothesis H2.

"Those pupils from the experimental group who learned about the chemical content through a virtual laboratory, had an advantage over the pupils in the control group,regarding these tasks."

Discussion¶

Related Claims¶

• The experimental group outperformed the control group on every one of the five visualization tasks individually — related
• Seventh-grade pupils taught chemical content with a virtual laboratory acquired more knowledge than pupils taught without dynamic visualization — related
• The virtual-laboratory advantage did not hold on all visualization tasks: task 11 showed no statistically significant group difference — reports the opposite
• Combining analogy-based simulation with laboratory activities produces significantly higher corrected post-test achievement in simple electricity than either environment alone — related