Simulation versus Text: Acquisition of Implicit and Explicit Information

  title={Simulation versus Text: Acquisition of Implicit and Explicit Information},
  author={Roger Taylor and Michelene T. H. Chi},
  journal={Journal of Educational Computing Research},
  pages={289 - 313}
  • Roger TaylorM. Chi
  • Published 1 October 2006
  • Psychology
  • Journal of Educational Computing Research
This study investigated potential differences in learning between two instructional activities: reading from a text and using a computer simulation. Participants were undergraduate students with limited knowledge of the domain topic (project management). Participants in both conditions (Simulation and Text) improved equally on a decontextualized, abstract knowledge assessment. In contrast, only the participants in the Simulation condition significantly improved on a contextualized case-based… 

Simulations, assessment and student learning

It was found that student performance was not very good and that financial performance in the game was not related to performance on tests, and it was proposed that simulations assess a different type of student learning.


Interactive cognitive complexity theory suggests that simulation games are more effective than other instructional methods because they simultaneously engage trainees’ affective and cognitive

Learning Through Simulations: The Ship Simulator for Learning the Rules of the Road

The results show that the participants who used simulation during their self-study increased their knowledge from pre-test to post-test, and suggest that, compared with traditional learning techniques, integrating simulation into education would be a better approach to enhance learning.

Social Simulation and its Process in Learning

The author first introduces the background of simulation, then discusses noncomputerized social simulation and the process of how to apply social simulation in practice, and points out the future trends of simulation.

Structural Model of Simulation – Social Constructionist Perspective

The purpose of this study is to establish a viable structural model of simulation in learning from the social constructionist perspective. The study is based on one of my empirical studies about

Cambio conceptual en la estructura de la representación mental de un texto narrativo durante la comprensión

Objective. Describe and analyze the conceptual change in the mental representation structure construed by a group of readers during the comprehension of a narrative text. Method. A qualitative study

Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases

Investigation of the influence of emotional case content, and complementary socio-relational casecontent, on case-based knowledge acquisition and transfer on future ethical decision-making tasks suggest that emotional casecontent stimulates retention of cases and facilitates transfer of ethical decisions-making principles demonstrated in cases.

Is Avoiding the Appearance of Incompetence the Key to Success? An Examination of Team Goal Orientation and Performance in a Simulation Environment

This study explores how student teams’ goal orientation affects their team’s performance in a simulation context and suggests Learn and Avoid Goal orientations are positively related to an objective performance metric of team effectiveness.

Improving Student Learning of Impulse and Momentum in Particle Dynamics Through Computer Simulation and Animation

Computer simulation and animation (CSA) is educational technology in which computer programs are employed to simulate and animate real-world physical phenomena and processes. CSA has attracted

Handbook of Research on Effective Electronic Gaming in Education

Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the



Eliciting Self‐Explanations Improves Understanding

Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications

A belief in transfer lies at the heart of our educational system. Most educators want learning activities to have positive effects that extend beyond the exact conditions of initial learning. They

Will media influence learning? Reframing the debate

This article addresses the position taken by Clark (1983) that media do not influence learning under any conditions. The article reframes the questions raised by Clark to explore the conditions under

Reconsidering Research on Learning from Media

Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from

Transfer on Trial: Intelligence, Cognition and Instruction

The importance of transfer for understanding intelligence, cognition, and education has been debated for a century, as it has been one of the central theoretical issues in psychology, education, and

Anchored Instruction and Its Relationship to Situated Cognition

In a recent Educational Researcher article, Brown, Collins, and Duguid (January-February 1989) discussed the concept of situated cognition. We explore relationships between this concept and our

iSTART: Interactive strategy training for active reading and thinking

iSTART is a Web-based application that provides young adolescent to college-age students with high-level reading strategy training to improve comprehension of science texts and is modeled after an effective, human-delivered intervention called self-explanation reading training (SERT).

Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems

The present paper analyzes the self-generated explanations that “Good” and “Poor” students produce while studying worked-out exomples of mechanics problems, and their subsequent reliance on examples during problem solving and the adequacy of current Al models of explanation-based learning is discussed.

Cognitive efficiency: Toward a revised theory of media

Within and beyond the field of educational technology, Richard Clark's writings are widely believed to have shown that any number of media are equally capable of delivering any instruction, so that