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The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4–6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation environment, where circuits remained concrete (bulbs) throughout...
This paper describes a method for learner modelling for use within simulation-based learning environments. The goal of the learner modelling system is to provide the learner with advice on discovery learning. The system analyzes the evidence that a learner has generated for a specific hypothesis, assesses whether the learner needs support on the discovery process, and the nature of that support. The...
This paper describes the design of a tool to support learners in simulation-based discovery learning environments. The design redesigns and extents a previous tool to overcome issues that came up in a classroom learning setting. The tool focuses on supporting learners with experimentation to identify or test hypotheses. The aim is not only to support learning domain knowledge, but also learning discovery...
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