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Self-Concept but Not Prior Knowledge Moderates Effects of Different Implementations of Computer-Assisted Inquiry Learning Activities on Students' Learning

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Title: Self-Concept but Not Prior Knowledge Moderates Effects of Different Implementations of Computer-Assisted Inquiry Learning Activities on Students' Learning
Language: English
Authors: Richter, Juliane (ORCID 0000-0001-8418-0931), Lachner, Andreas, Jacob, Leonie, Bilgenroth, Friederike, Scheiter, Katharina
Source: Journal of Computer Assisted Learning. Aug 2022 38(4):1141-1159.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Self Concept, Problem Solving, Video Technology, Computer Assisted Instruction, Inquiry, Active Learning, Concept Formation, Instructional Effectiveness, Direct Instruction, Comparative Analysis, Cues, Scaffolding (Teaching Technique), Teaching Methods, Science Education, Learning Processes, Learning Motivation, Prior Learning, Learning Activities, Computer Simulation
DOI: 10.1111/jcal.12673
ISSN: 0266-4909
Abstract: Background: Engaging students in computer-assisted guided inquiry learning has great potential to scaffold their scientific understanding: Students are expected to improve their scientific problem-solving skills, and at the same time gain a deep conceptual understanding of the subject-matter. Additional generative activities such as creating video explanations subsequent to inquiry learning activities can also further deepen students' knowledge. Objectives: In this experiment, we therefore compared the effectiveness of computer-based direct instruction (to mimic traditional classroom teaching) versus computer-based inquiry learning. Methods: University students (N = 118) either received video-based direct instruction (direct instruction), including the demonstration of a virtual experiment, or conducted the virtual experiment themselves supported by prompts (inquiry learning). A third group of students additionally generated a video explanation as consolidation activity subsequent to conducting the virtual experiment (inquiry learning + generative activity). Results and Conclusions: Contrarily to our hypotheses, the direct instruction condition outperformed the inquiry learning conditions. There were no significant differences between the inquiry learning and the inquiry learning + generative activity condition. Moderation analyses revealed that the effectiveness of direct instruction predominantly held true for students with low levels of domain-specific self-concept. All in all, our present study contributes to a better understanding of effects of direct instruction versus guided inquiry learning in computer-based science education settings. Importantly, our findings show that the effectiveness of instructional approaches may depend on students' domain-specific self-concept as a motivational prerequisite. As such it is up for further research in science education to identify motivating instructional strategies to enhance students' learning.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1340725
Database: ERIC
FullText Text:
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  Data: Self-Concept but Not Prior Knowledge Moderates Effects of Different Implementations of Computer-Assisted Inquiry Learning Activities on Students' Learning
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  Data: <searchLink fieldCode="AR" term="%22Richter%2C+Juliane%22">Richter, Juliane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8418-0931">0000-0001-8418-0931</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lachner%2C+Andreas%22">Lachner, Andreas</searchLink><br /><searchLink fieldCode="AR" term="%22Jacob%2C+Leonie%22">Jacob, Leonie</searchLink><br /><searchLink fieldCode="AR" term="%22Bilgenroth%2C+Friederike%22">Bilgenroth, Friederike</searchLink><br /><searchLink fieldCode="AR" term="%22Scheiter%2C+Katharina%22">Scheiter, Katharina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Aug 2022 38(4):1141-1159.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink>
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  Data: 10.1111/jcal.12673
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Engaging students in computer-assisted guided inquiry learning has great potential to scaffold their scientific understanding: Students are expected to improve their scientific problem-solving skills, and at the same time gain a deep conceptual understanding of the subject-matter. Additional generative activities such as creating video explanations subsequent to inquiry learning activities can also further deepen students' knowledge. Objectives: In this experiment, we therefore compared the effectiveness of computer-based direct instruction (to mimic traditional classroom teaching) versus computer-based inquiry learning. Methods: University students (N = 118) either received video-based direct instruction (direct instruction), including the demonstration of a virtual experiment, or conducted the virtual experiment themselves supported by prompts (inquiry learning). A third group of students additionally generated a video explanation as consolidation activity subsequent to conducting the virtual experiment (inquiry learning + generative activity). Results and Conclusions: Contrarily to our hypotheses, the direct instruction condition outperformed the inquiry learning conditions. There were no significant differences between the inquiry learning and the inquiry learning + generative activity condition. Moderation analyses revealed that the effectiveness of direct instruction predominantly held true for students with low levels of domain-specific self-concept. All in all, our present study contributes to a better understanding of effects of direct instruction versus guided inquiry learning in computer-based science education settings. Importantly, our findings show that the effectiveness of instructional approaches may depend on students' domain-specific self-concept as a motivational prerequisite. As such it is up for further research in science education to identify motivating instructional strategies to enhance students' learning.
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  Data: 2022
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