Engaged by Design: Using Simulations to Promote Active Learning

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Bulger, M., Mayer, R.E. & Almeroth, K.C. (2006). Engaged by Design: Using Simulations to Promote Active Learning. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 1770-1777). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23245.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006
June 2006
ISBN 1-880094-60-6
  Elaine Pearson & Paul Bohman
AACE

More Information on EDMEDIA
Table of Contents

Authors

Monica Bulger, Richard E. Mayer, Kevin C. Almeroth, UC Santa Barbara, USA

Abstract

We test our hypothesis that student in-class Internet actions reflect their attention levels. We predict that an engaging learning environment will result in students performing a higher number of on-task Internet activities. To test our hypothesis, we compare student behaviors during two types of instructional episodes. Students participate in either a traditional, lecture-based lesson or an interactive simulation exercise. To measure student attention levels, we develop a Classroom Behavioral Analysis System (CBAS) that records all student computer actions during the observed class periods. We then count and label these actions as on-task or off-task, depending on relevance to the classroom activity. We find that students attending the simulation class perform a significantly higher number of on-task actions. These findings support our hypothesis that engaging lessons result in higher levels of on-task Internet activities. Equally important, CBAS accurately reflects student attention levels and is therefore a promising tool for studying engagement.

Keywords

• Classrooms
• Behavior
• Students
• Internet

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