Spatial Learning and Computer Simulations in Science

Abstract

Interactive simulations are entering mainstream science education. Their effects on cognition and learning are often framed by the legacy of information processing, which emphasized amodal problem solving and conceptual organization. In contrast, this paper reviews simulations from the vantage of research on perception and spatial learning, because most simulations take a spatial format and the pedagogical intent is to promote learning. Four learning effects help clarify the positive and negative aspects of current simulation designs: picture superiority, noticing, structuring, and tuning.

Keywords:

• K‐12
• Spatial learning
• Perceptual learning
• Computer simulations
• Undergraduate

Acknowledgments

This material is based upon work supported by the National Science Foundation under grant SLC‐0354453 and the Department of Education under grant IES R305H060089. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the granting agencies.