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

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dc.contributor.authorBowen, Bradley D.en
dc.contributor.authorDeLuca, V. Williamen
dc.contributor.authorFranzen, Marissa Marie S.en
dc.date.accessioned2022-01-23T02:41:22Zen
dc.date.available2022-01-23T02:41:22Zen
dc.date.issued2016-01-01en
dc.date.updated2022-01-23T02:41:20Zen
dc.description.abstractMany secondary schools offer STEM-based technology and engineering courses that use simulation modeling to teach engineering design. However, the performance of the final design is usually dependent upon the student's ability for knowledge application. When a student reaches the limit of this content knowledge, they may resort to other problem solving processes, such as a trial and error approach, to improve their design. This study measures the outcomes of students with varying levels of content knowledge to determine how the level of knowledge determines their performance within a virtual design simulation. The results show that students with a greater content knowledge initially have significantly better performance outcomes. However, if given enough opportunities to engage in the simulation activity, students with less content knowledge perform equally well.en
dc.description.versionAccepted versionen
dc.format.extentPages 117-124en
dc.format.extent8 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1016/j.compedu.2015.10.005en
dc.identifier.eissn1873-782Xen
dc.identifier.issn0360-1315en
dc.identifier.orcidBowen, Bradley [0000-0003-3987-308X]en
dc.identifier.urihttp://hdl.handle.net/10919/107867en
dc.identifier.volume92-93en
dc.language.isoenen
dc.publisherPergamon-Elsevieren
dc.relation.urihttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000366225800009&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=930d57c9ac61a043676db62af60056c1en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSocial Sciencesen
dc.subjectTechnologyen
dc.subjectComputer Science, Interdisciplinary Applicationsen
dc.subjectEducation & Educational Researchen
dc.subjectComputer Scienceen
dc.subjectSecondary educationen
dc.subjectSimulationsen
dc.subjectImproving classroom teachingen
dc.subjectInteractive learning environmentsen
dc.subjectPedagogical issuesen
dc.subjectCOMPUTER-SIMULATIONSen
dc.subjectTRIALen
dc.subject1301 Education Systemsen
dc.subject1303 Specialist Studies in Educationen
dc.subject1302 Curriculum and Pedagogyen
dc.subjectEducationen
dc.titleMeasuring how the degree of content knowledge determines performance outcomes in an engineering design-based simulation environment for middle school studentsen
dc.title.serialComputers & Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
dc.type.otherJournalen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

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