Abstract
Computer simulations offer a dynamic and flexible teaching strategy that can serve as a powerful tool for motivating students and educators to attain learning outcomes. This study aims to investigate the impact of a teaching strategy based on computer simulations on student learning, in comparison to the conventional one. This study include two classes of 10th grade students from a secondary school in Lisbon, Portugal, with the primary objective of teaching a new topic (photoelectric effect). In the experimental group was used a teaching strategy based on the utilization of computer simulations, whereas in the control group the traditional methodology was adopted. Student learning assessment was conducted by administering a post-lesson test to both groups. The present study found that the use of computer simulation-based methodologies is more engaging for students than traditional teaching methods In fact, the experimental group achieved higher percentages of correct answers (ranging from 96.4% to 100%) compared to the control group (ranging from 70.8% to 83.3%).
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Acknowledgments
This work has been supported by FCT – Fundação para a Ciência e Tecnologia within the R&D Units Project Scope UIDB/50006/2020, and UIDP/50006/2020.
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Figueiredo, M., Rafael, C., Neves, J., Vicente, H. (2023). Assessing the Impact of Computer Simulations on Physics and Chemistry Learning. In: Milrad, M., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference. MIS4TEL 2023. Lecture Notes in Networks and Systems, vol 764. Springer, Cham. https://doi.org/10.1007/978-3-031-41226-4_4
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