The Effect of Student Learning Styles on the Learning Gains Achieved When Interactive Simulations Are Coupled with Real-Time Formative Assessment via Pen-Enabled Mobile Technology

TL;DR

This study investigates how coupling interactive simulations with real-time formative assessment via pen-enabled mobile technology affects learning gains in undergraduate STEM courses, considering different student learning styles.

Contribution

It introduces a pedagogical model combining simulations and formative assessment and analyzes its effectiveness across various learning styles in STEM education.

Findings

Learning gains vary with student learning styles.

Coupled model enhances understanding of abstract concepts.

Insights inform tailored instructional strategies.

Abstract

This paper describes results from a project in an undergraduate engineering physics course that coupled classroom use of interactive computer simulations with the collection of real-time formative assessment using pen-enabled mobile technology. Interactive simulations (free or textbook-based) are widely used across the undergraduate science and engineering curriculia to help actively engaged students increase their understanding of abstract concepts or phenomena which are not directly or easily observable. However, there are indications in the literature that we do not yet know the pedagogical best practices associated with their use to maximize learning. This project couples student use of interactive simulations with the gathering of real-time formative assessment via pen-enabled mobile technology (in this case, Tablet PCs). The research question addressed in this paper is: are learning gains achieved with this coupled model greater for certain types of learners in undergraduate STEM classrooms? To answer this, we correlate learning gains with various learning styles, as identified using the Index of Learning Styles (ILS) developed by Felder and Soloman. These insights will be useful for others who use interactive computer simulations in their instruction and other adopters of this pedagogical model; the insights may have broader implications about modification of instruction to address various learning styles.