The final, formatted version of the article will be published soon.
ORIGINAL RESEARCH article
Front. Educ.
Sec. STEM Education
Volume 9 - 2024 |
doi: 10.3389/feduc.2024.1446941
Effects of just-in-time inquiry prompts and principle-based selfexplanation guidance on learning and use of domain texts in simulation-based inquiry learning
Provisionally accepted- 1 Simon Fraser University, Burnaby, Canada
- 2 Postdoctoral Fellowships for Research Abroad (JSPS), Tokyo, Japan
Although scientific inquiry in simulation may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for inquiry behaviors, guidance to self-explain electrical principles, both, or neither. We examined how these interventions influenced participants’ access of text information and achievement. Undergraduates (N = 80) were randomly assigned to one of four groups: (1) inquiry prompts and principle-based self-explanation (SE) guidance, (2) inquiry prompts without principle-based SE guidance, (3) principle-based SE guidance without inquiry prompts, or (4) control. Just-in-time inquiry prompts facilitated learning rules. However, there was no main effect of principle-based self-explanation guidance nor an interaction involving both interventions. Effects of just-in-time inquiry prompts were moderated by prior knowledge. Although principle-based self-explanation guidance promoted re-examination of text-based domain information, reading time did not affect posttest scores. These findings have important implications for instructional design of computer-based adaptive guidance in simulation-based inquiry learning.
Keywords: Simulation-based inquiry learning, expository texts, Adaptive guidance, just-in-time prompts, Self-explanation
Received: 10 Jun 2024; Accepted: 27 Aug 2024.
Copyright: © 2024 Fukuda, Nesbit and Winne. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Mari Fukuda, Simon Fraser University, Burnaby, Canada
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.