Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design
Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design
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比较动态计算机可视化对本科生对渗透的理解与随机后测对照组设计的影响
DOI：
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发表时间：
2017
影响因子：
3.2
通讯作者：
Guanhua Chen
中科院分区：
文献类型：
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作者：
S. Sung;Ji Shen;Shiyan Jiang;Guanhua Chen
本研究描述了嵌入动态计算机可视化（DCV）的影响，旨在评估学生的渗透的理解在一个在线仪器。随机后测对照组研究的目的是比较的效果和感知有益的DCV整合前后的渗透仪器管理。来自三个大班级的大学生（N = 640）被随机分配到通过在线系统参与研究。Rasch-PCM被应用于确定仪器的心理测量特性，并区分学生对渗透的理解。采用Welch双样本t检验检验两组之间是否存在显著性差异。进行多元回归分析，以评估预测因素和学生的理解水平之间的关联，暗示在线仪器上的性能。我们发现：（a）具有DCV的工具的心理测量学特性是可靠的，具有良好的结构效度;（B）在进行评估之前查看DCV的学生比没有查看的学生表现得更好，特别是在解决问题相关的项目上;（c）学生在DCV上花费的时间显着有助于他们的表现;（d）当前的数据分析使我们能够研究受访者的DCV导航行为，以及（e）我们总结了参与者如何看待评估中的DCV。最后，本研究亦提出教育意涵与意义。
This study describes the impact of embedding dynamic computer visualization (DCV) in an online instrument that was designed to assess students’ understanding of osmosis. The randomized posttest-only control group research was designed to compare the effect and the perceived helpfulness of the integration of DCV before and after the administration of an osmosis instrument. College students from three large classes (N = 640) were randomly assigned to participate in the research through an online system. Rasch-PCM was applied to determine the psychometric properties of the instrument and differentiate the student’s understanding of osmosis. Welch two-sample t test was applied to examine whether there was significant discrepancy between groups. Multiple regressions analysis was conducted to evaluate the association between predictors and the student’s understanding level, alluding to the performance on the online instrument. We found (a) the psychometric properties of the instrument with DCVs were reliable with good construct validity, (b) students who viewed DCV before they took the assessment performed better than those without, especially on solvation-related items, (c) students’ time spent on the DCVs significantly contributed to their performance, (d) the current data analytics enabled us to study respondents’ DCV navigation behavior, and (e) we summarized how participants perceived DCVs that are in the assessment. Educational implications and significance of this study is also discussed.