Constrained interactivity for relating multiple representations in science: When virtual is better than real
Constrained interactivity for relating multiple representations in science: When virtual is better than real
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关联科学中多种表征的受限交互性：虚拟优于真实
DOI：
10.1016/j.compedu.2014.09.009
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
M. Hegarty
中科院分区：
文献类型：
--
作者：
Trevor J. Barrett;A. Stull;T. Hsu;M. Hegarty
虚拟模型越来越多地用于科学教育，特别是在空间要求较高的领域。然而，很少有研究直接比较虚拟模型和具体模型的有效性，或者系统地表征它们之间的差异。在这里，我们使用虚拟和具体模型来调整和产生有机化学领域的不同表示，从而比较了学生的准确性和效率。天真的本科生学习了不同分子表示（图表和模型）的惯例，然后执行涉及将模型与图表匹配以及使用模型完成图表的任务。结果表明，虚拟模型和具体模型的准确性水平相似，而虚拟模型的效率更高。学生更喜欢虚拟模型，但对两种模型类型的可用性评价大致相同。与使用虚拟模型相关的效率优势可以通过其受限的交互性来解释，这阻止了学生进行与任务无关的操作并增加了模型中与任务相关的信息的显着性。
Virtual models are increasingly used in science education, especially in spatially demanding domains. However, few studies have directly compared the effectiveness of virtual and concrete models, or systematically characterized differences between them. Here, we compared students' accuracy and efficiency using virtual and concrete models to align and produce different representations in the domain of organic chemistry. Naïve undergraduate students learned the conventions of different molecular representations (diagrams and models) and then performed tasks that involved matching models to diagrams and using models to complete diagrams. The results indicated similar levels of accuracy for virtual and concrete models and greater efficiency for virtual models. Students preferred virtual models, but rated the usability of the two model types about equally. The efficiency benefit associated with using virtual models can be explained by their constrained interactivity, which prevented students from making task-irrelevant manipulations and increased the salience of the task-relevant information in the models.