Student attitudes toward learning,level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes |
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| Authors: | T Mikael Winberg Leif Hedman |
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| Institution: | 1.Chemistry Education Research, Department of Mathemathics, Technology and Natural Sciences,Ume? University,Umea,Sweden;2.Department of Psychology,University of Ume?,Umea,Sweden |
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| Abstract: | Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. |
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| Keywords: | Epistemological beliefs Attitudes toward learning Flow Previous knowledge Instruction format Simulation |
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