Interaction Design III:

“Discovery learning, representation, and explanation within a computer-based simulation: finding the right mix,” by Lloyd P. Rieber, Shyh-Chii Tzeng, and Killy Tribble

The purpose of the authors’ experiment was to explore how adult learners interact and learn during a computer-based simulation supplemented with explanations of the content. The experiment required 52 college students to interact with a simulation of Newton’s law of motion where they had control over the motion of an animated ball. In one simulation, feedback was presented in animated or graphical feedback while in the other simulation feedback was presented textually in numeric displays. Half the participants were given simulations supplemented with multimedia explanations to facilitate referential processing. One purpose of the study was to investigate ways to facilitate or improve referential processing as users interact with computer simulations.

The results show a significant improvement between pretest and posttest scores when embedded explanations were provided. The greatest improvements were shown when feedback was presented graphically as opposed to textually. Participants who were given graphical feedback along with embedded explanations demonstrated the greatest widest gaps between pretest and posttest scores than all other groups. In addition, learners who received graphical feedback exhibited less frustration than those who received textual feedback.

The authors’ predictions were proven correct: The inclusion of embedded explanations enhanced referential processing without interrupting the interactive nature of the simulation. This, in turn, helped learners reflect on their interactive experiences, and drew them to the most salient aspects of the exercise.

The fact that learners who received graphical feedback and embedded explanations excelled the most suggests the following conclusion: From a dual-coding perspective, the explanations and graphical feedback promoted representational, associative and referential processing. These results suggest that successful learning may occur in the context of exploratory, constructivist environments. To offload the cognitive demands and frustrations that are inherent in an exploratory environment, designers can provide well-timed explanations pointing learners to germane information.