Confidence drives exploration strategies in interactive simulations

Amaël Arguel; Jason M. Lodge; Mariya Pachman; Paula G. De Barba

Confidence drives exploration strategies in interactive simulations

Amaël Arguel, Jason M. Lodge, Mariya Pachman, Paula G. De Barba

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

5 Citations (Scopus)

77 Downloads (Pure)

Abstract

Maximising the benefits of digital learning environments requires understanding how students process what they are exposed to in these environments. Besides approaches based on examining information processing within the cognitive domain, the importance of including emotions has been recently addressed. This study aimed to explore emotional dynamics during discovery learning in an interactive simulation, with continuous measures of self-reported confidence and challenge. Interactions from participants were recorded and two groups were created according to the exploration strategy used: systematic or non-systematic. Visual exploration was also measured by eye tracking as well as knowledge at pre- and post-test. Results suggest that learners using a systematic exploration strategy ran significantly more simulation cycles than non-systematic learners. Moreover, the latter group reported to be significantly less challenged and more confident about understanding the material. These results emphasise the importance of student perceptions of their capabilities when learning in flexible, less structured digital environments.

Original language	English
Title of host publication	Show me the learning. Proceedings ASCILITE 2016 Adelaide
Editors	S. Barker, S. Dawson, A. Pardo, C. Colvin
Place of Publication	Adelaide, Australia
Publisher	University of South Australia
Pages	33-42
Number of pages	10
Publication status	Published - 2016
Event	International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (33rd : 2016): Show me the learning - Adelaide, Australia Duration: 27 Nov 2016 → 30 Nov 2016 Conference number: 33rd

Conference

Conference	International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (33rd : 2016)
Abbreviated title	ASCILITE Adelaide 2016
Country/Territory	Australia
City	Adelaide
Period	27/11/16 → 30/11/16

Bibliographical note

Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

discovery learning
confidence
interactive interface
digital learning environments

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Publisher versionFinal published version, 635 KBLicence: CC BY-NC-SA

http://2016conference.ascilite.org/program-2/proceedings/Licence: CC BY-NC-SA

Cite this

@inproceedings{32171aa2d2104d11b4c0357cfd56b2fe,

title = "Confidence drives exploration strategies in interactive simulations",

abstract = "Maximising the benefits of digital learning environments requires understanding how students process what they are exposed to in these environments. Besides approaches based on examining information processing within the cognitive domain, the importance of including emotions has been recently addressed. This study aimed to explore emotional dynamics during discovery learning in an interactive simulation, with continuous measures of self-reported confidence and challenge. Interactions from participants were recorded and two groups were created according to the exploration strategy used: systematic or non-systematic. Visual exploration was also measured by eye tracking as well as knowledge at pre- and post-test. Results suggest that learners using a systematic exploration strategy ran significantly more simulation cycles than non-systematic learners. Moreover, the latter group reported to be significantly less challenged and more confident about understanding the material. These results emphasise the importance of student perceptions of their capabilities when learning in flexible, less structured digital environments.",

keywords = "discovery learning, confidence, interactive interface, digital learning environments",

author = "Ama{\"e}l Arguel and Lodge, {Jason M.} and Mariya Pachman and {De Barba}, {Paula G.}",

note = "Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.; International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (33rd : 2016) : Show me the learning, ASCILITE Adelaide 2016 ; Conference date: 27-11-2016 Through 30-11-2016",

year = "2016",

language = "English",

pages = "33--42",

editor = "S. Barker and S. Dawson and A. Pardo and C. Colvin",

booktitle = "Show me the learning. Proceedings ASCILITE 2016 Adelaide",

publisher = "University of South Australia",

address = "Australia",

}

Arguel, A, Lodge, JM, Pachman, M & De Barba, PG 2016, Confidence drives exploration strategies in interactive simulations. in S Barker, S Dawson, A Pardo & C Colvin (eds), Show me the learning. Proceedings ASCILITE 2016 Adelaide. University of South Australia, Adelaide, Australia, pp. 33-42, International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (33rd : 2016), Adelaide, South Australia, Australia, 27/11/16. <http://2016conference.ascilite.org/program-2/proceedings/>

Confidence drives exploration strategies in interactive simulations. / Arguel, Amaël; Lodge, Jason M.; Pachman, Mariya et al.
Show me the learning. Proceedings ASCILITE 2016 Adelaide. ed. / S. Barker; S. Dawson; A. Pardo; C. Colvin. Adelaide, Australia: University of South Australia, 2016. p. 33-42.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Confidence drives exploration strategies in interactive simulations

AU - Arguel, Amaël

AU - Lodge, Jason M.

AU - Pachman, Mariya

AU - De Barba, Paula G.

N1 - Conference code: 33rd

PY - 2016

Y1 - 2016

N2 - Maximising the benefits of digital learning environments requires understanding how students process what they are exposed to in these environments. Besides approaches based on examining information processing within the cognitive domain, the importance of including emotions has been recently addressed. This study aimed to explore emotional dynamics during discovery learning in an interactive simulation, with continuous measures of self-reported confidence and challenge. Interactions from participants were recorded and two groups were created according to the exploration strategy used: systematic or non-systematic. Visual exploration was also measured by eye tracking as well as knowledge at pre- and post-test. Results suggest that learners using a systematic exploration strategy ran significantly more simulation cycles than non-systematic learners. Moreover, the latter group reported to be significantly less challenged and more confident about understanding the material. These results emphasise the importance of student perceptions of their capabilities when learning in flexible, less structured digital environments.

AB - Maximising the benefits of digital learning environments requires understanding how students process what they are exposed to in these environments. Besides approaches based on examining information processing within the cognitive domain, the importance of including emotions has been recently addressed. This study aimed to explore emotional dynamics during discovery learning in an interactive simulation, with continuous measures of self-reported confidence and challenge. Interactions from participants were recorded and two groups were created according to the exploration strategy used: systematic or non-systematic. Visual exploration was also measured by eye tracking as well as knowledge at pre- and post-test. Results suggest that learners using a systematic exploration strategy ran significantly more simulation cycles than non-systematic learners. Moreover, the latter group reported to be significantly less challenged and more confident about understanding the material. These results emphasise the importance of student perceptions of their capabilities when learning in flexible, less structured digital environments.

KW - discovery learning

KW - confidence

KW - interactive interface

KW - digital learning environments

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M3 - Conference proceeding contribution

SP - 33

EP - 42

BT - Show me the learning. Proceedings ASCILITE 2016 Adelaide

A2 - Barker, S.

A2 - Dawson, S.

A2 - Pardo, A.

A2 - Colvin, C.

PB - University of South Australia

CY - Adelaide, Australia

T2 - International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (33rd : 2016)

Y2 - 27 November 2016 through 30 November 2016

ER -

Confidence drives exploration strategies in interactive simulations

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Keywords

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