Design Principles for the Construction of Interactive Simulations

PDF (ελληνικά)
Published: Apr 3, 2025
DOI: https://doi.org/10.12681/codiste.7790
Keywords:
interactive simulations simulation development acceptance evaluation of simulations
Michail Stefanis
Τμήμα Φυσικής, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
Eleni Petridou
https://orcid.org/0009-0009-4195-9385
Anastasios Molohidis
Abstract

Interactive simulations are increasingly applied into the educational process, increasing scientific and experimental thinking with documented advantages and disadvantages compared to real experiments. In this paper, novel principles are applied in order to create three interactive simulations in the fields of buoyancy, pendulum oscillation and photoelectric effect. The design emphasizes the ability of the simulations to mitigate some of the disadvantages compared to laboratory experiments, promoting a more open inquiry. Following the development, a group of qualified evaluators will be tasked with testing these simulations to evaluate their effectiveness in educational contexts.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
Banks, J., Carson, J., Nelson, B., & Nicol, D., (Επιμ.). (2010). Discrete-event system simulation (5η εκδ). Prentice Hall. ISBN: 978-0136062127
De Jong, T., & Van Joolingen, W. R. (1998). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. Review of Educational Research, 68(2), 179–201. https://doi.org/10.3102/00346543068002179
Olympiou, G., & Zacharia, Z. C. (2012). Blending physical and virtual manipulatives: An effort to improve students’ conceptual understanding through science laboratory experimentation. Science Education, 96(1), 21–47. https://doi.org/10.1002/sce.20463
Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017
Srisawasdi, N., & Panjaburee, P. (2015). Exploring effectiveness of simulation-based inquiry learning in science with integration of formative assessment. Journal of Computers in Education, 2(3), 323–352. https://doi.org/10.1007/s40692-015-0037-y
van Berkum, J.J.A., & de Jong, T. (1991). Instructional environments for simulations. Education and Computing, 6(3–4), 305–358. https://doi.org/10.1016/0167-9287(91)80006-J
Wen, C.-T., Liu, C.-C., Chang, H.-Y., Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, 103830. https://doi.org/10.1016/j.compedu.2020.103830