Comparative Learning Performance and Mental Involvement in Collaborative Inquiry Learning: Three Modalities of Using Vir
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Comparative Learning Performance and Mental Involvement in Collaborative Inquiry Learning: Three Modalities of Using Virtual Lever Manipulative Cixiao Wang 1 & Yuying Ma 2 & Feng Wu 3
# Springer Nature B.V. 2020
Abstract In scientific inquiry learning, manipulatives have been widely utilized as learning resources. Studies have explored the advantages of virtual manipulative (VM) for conceptual understanding and knowledge construction in science education. However, research on the mental engagement and perception of students during collaborative learning under different modalities of using VM remains rare. In this study, we designed a virtual lever manipulative (VLM) and three modalities of using VLM in a primary science course: one VLM per student, one VLM per group, and one VLM per class. There were 80 fifth graders from three classes who participated in this quasi-experimental study. They were asked to complete a group worksheet during collaborative learning activities. Cognitive load, as well as flow experience, was invested through a questionnaire survey after the learning activities. Task involvement was calculated by using the mental effort dimension of cognitive load and post-test scores. The findings indicate that class B (one VLM per group) gained the highest scores in group worksheet and the post-test 1 week later, followed by class C (one VLM per class) and class A (one VLM per student). Class B had the highest level of task involvement, as they had a shared screen among group members. In contrast, class A had a relatively low task involvement and spent more time checking consistency. Besides, both classes A and B had a higher sense of flow experience than class C. Class C experienced a traditional teaching method and less interaction with learning materials, leading to a lower level of flow experience and moderate task involvement. Keywords Science education . Virtual manipulative . Mobile learning . Inquiry learning . Collaborative learning
Introduction Hands-on activities using manipulatives have been widely used in science courses for teaching scientific concepts and phenomena (Koning and Tabbers 2011). With the * Feng Wu [email protected] Cixiao Wang [email protected] Yuying Ma [email protected] 1
School of Educational Technology, Beijing Normal University, Beijing, China
2
Science Education and Research Group, Beijing Yuxiang Primary School Huilongguan School, Beijing, China
3
Department of Educational Technology, Graduate School of Education, Peking University, No.5 Yiheyuan Road Haidian District, Beijing 100871, People’s Republic of China
development of information technologies, virtual manipulatives (VMs) designed by simulating physical manipulatives (PMs) emerged (Moyer et al. 2002), such as the virtual labs that can help students conduct procedures of physics experiments (e.g., Zacharia and Olympiou 2011). As a digital learning tool, VM can work as an alternative way when physical resources are limited in classrooms (Bouck and Flanagan 2009). Studies have explored how VM works in sci
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