2016 journal article

Measuring how the degree of content knowledge determines performance outcomes in an engineering design-based simulation environment for middle school students

COMPUTERS & EDUCATION, 92-93, 117–124.

By: B. Bowen*, V. DeLuca n & M. Franzen n

author keywords: Secondary education; Simulations; Improving classroom teaching; Interactive learning environments; Pedagogical issues
TL;DR: The results show that students with a greater content knowledge initially have significantly better performance outcomes within a virtual design simulation, but if given enough opportunities to engage in the simulation activity, students with less content knowledge perform equally well. (via Semantic Scholar)
UN Sustainable Development Goal Categories
4. Quality Education (Web of Science; OpenAlex)
Source: Web Of Science
Added: August 6, 2018

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