Abstract

Realism and effectiveness of computer simulation-based learning or training environments have been examined in several studies. It was shown that under certain conditions, simulations can be as efficient as real experiments, and that increased realism may result in gains in 'practical appreciation'. However, few have investigated the relationship between realism and credibility, or between credibility and effectiveness. The VPLab is a simulation-based learning environment featuring many characteristics and constraints normally associated with real experiments. These include uncertainty in measurement, random fluctuation of parameters, and limitations in user control over the simulation. This approach distinguishes the VPLab from most existing simulation-based laboratories. We will present first results of an experimentation with first-year university science students, in which we sought to identify the factors, most notably those associated with our approach of realism, that may enhance the credibility of such an environment and/or its perceived relevance as a tool for learning laboratory skills as well as science concepts.

Citation

Couture, M. & Francis, A. (2000). Realism and Credibility in a Simulation-Based Virtual Physics Laboratory (VPLab): An Empirical Study. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (p. 1809). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/16506/.

© 2000 Association for the Advancement of Computing in Education (AACE)

Keywords

• Computer Sciences