Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
This research paper will describe the results of an experiment in which two groups of students in a laboratory class received different web-based lab manuals featuring interactive questions, one with many more interactive questions than the other. The hypothesis was that asking students more questions would cause the students to reflect on the task at hand, which would in turn increase learning. This study was motivated by work on experiential learning, particularly Kolb’s Experiential Learning Cycle, which suggests that moving from concrete experiences into reflective observation is essential for learning.
This learning was assessed by direct assessment of students’ performance on an in-lab exam that assessed both theoretical and experimental skills, surveys of self-efficacy administered before and after the treatment, coding student answers to reflection questions in the lab manuals, and counting the number of answers to interactive questions to determine compliance.
Significant results from the experiment indicated that students in the treatment group took longer to complete the lab, felt greater time pressure, performed more poorly on the in-class evaluation, and had fewer metacognitive gains that the control group. The treatment appears to have increased the cognitive load of the laboratory experience and thereby reduced learning.
Griffith, S., & Rosen, S., & Byrnes, E., & Palucki Blake, L., & Spencer, M. (2020, June), Measurement of the Effect of Interactive Questions in Lab Manuals on Student Learning Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34959
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