Resource-rich versus Resource-poor Assessments of Multivariable Causality in Simulations-based Learning

Abstract

This study addresses resource-rich assessments, using interactive simulations, compared to traditional resource-poor assessments to detect differences in learning outcomes induced by two different learning approaches. Students' reasoning about complex relationships within scientific phenomena was assessed. 71 undergraduate students completed resource-poor pretest, exploration task using interactive simulation (before or after instruction) and resource-poor and resource-rich posttests. Results show that resource-rich assessments do not offer significant advantages over resource-poor assessments, regardless of the learning approach utilized.