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Instructional Science

, Volume 22, Issue 5, pp 363–383 | Cite as

Differential effects of instructional support on learning in simultation environments

  • Marcel V. J. Veenman
  • Jan J. Elshout
Article

Abstract

This article investigates a complex Aptitude Treatment Interaction (ATI), of intelligence and metacognitive skill as aptitudes with structuredness of learning environment as treatment. A more structured learning environment is usually regarded as beneficial to learning in low intelligence students, whereas it may not affect or may even interfere with learning in high intelligence students. The overall analyses of four studies are presented, including a total of 99 subjects. High and low intelligence novices passed through either structured or unstructured simulation environments in the domains of heat theory, electricity, or statistics. Thinking-aloud protocols were analyzed in order to assess the metacognitive skillfulness of subjects. Several learning tests were administered, assessing both declarative and procedural domain knowledge. The results show that structuredness of learning environment did not affect learning in high intelligence subjects, irrespective of their level of metacognitive skillfulness. However, the structured learning environment yielded enhanced learning performances in low intelligence subjects with a low level of metacognitive skillfulness, while it interfered with learning in low intelligence subjects with a relatively high level of metacognitive skillfulness.

Keywords

Learning Environment Differential Effect Domain Knowledge Simulation Environment Treatment Interaction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 1995

Authors and Affiliations

  • Marcel V. J. Veenman
    • 1
  • Jan J. Elshout
    • 2
  1. 1.Dept. of Educational PsychologyLeiden UniversityAK LeidenThe Netherlands
  2. 2.Dept. of PsychonomyUniversity of AmsterdamThe Netherlands

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