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Enhancing Learning of Nanoscale Phenomena: The Role of Agent-Based Models and Embodied Reasoning

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Title: Enhancing Learning of Nanoscale Phenomena: The Role of Agent-Based Models and Embodied Reasoning
Language: English
Authors: Polly K. Lai (ORCID 0000-0003-2467-1864)
Source: Instructional Science: An International Journal of the Learning Sciences. 2026 54(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Learner Engagement, Thinking Skills, Abstract Reasoning, Learning Strategies, Scientific Concepts, Science Education, Molecular Structure, Models, Perspective Taking, Inferences, Psychomotor Skills, Science Process Skills, Technology Uses in Education, Science Instruction, Instructional Design, Nonverbal Communication, Spatial Ability, STEM Education
DOI: 10.1007/s11251-025-09776-x
ISSN: 0020-4277
1573-1952
Abstract: Understanding nanoscale phenomena poses significant challenges for students because it requires reasoning about emergent behaviours that are invisible and highly abstract. Agent-based models (ABMs) can function as embodied learning environments, enabling students to manipulate individual agents and observe system-level outcomes while engaging embodied processes such as perspective taking, causal inference, and motor-supported thinking. In this study, two treatment conditions were developed: (a) working with ABMs and (b) watching visualization videos. The aim was to investigate whether ABMs are associated with greater engagement in embodied reasoning strategies than videos, and whether such engagement is associated with conceptual understanding in nanoscience education. Twenty-seven undergraduate students were assigned to one of the two conditions, and their conceptual understanding was assessed through pre- and post-tests alongside process data. Results showed that ABM students demonstrated greater gains in explanatory knowledge, knowledge transfer and engaged more frequently in embodied reasoning strategies. Beyond nanoscience, the findings illustrate how technology-enhanced instructional designs that leverage embodied processes--such as gesture, spatial transformation, and active manipulation--may support students' reasoning about complex scientific phenomena across STEM domains.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502357
Database: ERIC
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  Data: Understanding nanoscale phenomena poses significant challenges for students because it requires reasoning about emergent behaviours that are invisible and highly abstract. Agent-based models (ABMs) can function as embodied learning environments, enabling students to manipulate individual agents and observe system-level outcomes while engaging embodied processes such as perspective taking, causal inference, and motor-supported thinking. In this study, two treatment conditions were developed: (a) working with ABMs and (b) watching visualization videos. The aim was to investigate whether ABMs are associated with greater engagement in embodied reasoning strategies than videos, and whether such engagement is associated with conceptual understanding in nanoscience education. Twenty-seven undergraduate students were assigned to one of the two conditions, and their conceptual understanding was assessed through pre- and post-tests alongside process data. Results showed that ABM students demonstrated greater gains in explanatory knowledge, knowledge transfer and engaged more frequently in embodied reasoning strategies. Beyond nanoscience, the findings illustrate how technology-enhanced instructional designs that leverage embodied processes--such as gesture, spatial transformation, and active manipulation--may support students' reasoning about complex scientific phenomena across STEM domains.
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