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Engaged by Design: Using Simulations to Promote Active Learning Monica Bulger Richard E. Mayer Kevin C. Almeroth
 

Summary: Engaged by Design: Using Simulations to Promote Active Learning
Monica Bulger Richard E. Mayer Kevin C. Almeroth
Gevirtz Graduate School
of Education
Department of
Psychology
Department of
Computer Science
University of California University of California University of California
Santa Barbara, CA 93106 Santa Barbara, CA 93106 Santa Barbara, CA 93106
mbulger@education.ucsb.edu mayer@psych.ucsb.edu almeroth@cs.ucsb.edu
Abstract: We test our hypothesis that student in-class Internet actions reflect their engagement levels. We
predict that an engaging learning environment will result in students performing a higher number of on-task
Internet activities. To test our hypothesis, we compare student behaviors during two types of instructional
episodes. Students participate in either a traditional, lecture-based lesson or an interactive simulation
exercise. To measure student engagement levels, we develop a Classroom Behavioral Analysis System
(CBAS) that records all student computer actions during the observed class periods. We then count and label
these actions as on-task or off-task, depending on relevance to the classroom activity. We find that students
attending the simulation class perform a significantly higher number of on-task actions. These findings
support our hypothesis that engaging lessons result in higher levels of on-task Internet activities. Equally

  

Source: Almeroth, Kevin C. - Department of Computer Science, University of California at Santa Barbara

 

Collections: Computer Technologies and Information Sciences