Comparing Self-learning Behavior Of Low And High Scorers With EDIV

Abstract

Computer based interactive visualizations have been shown to be effective learning resources in science and engineering for improved conceptual understanding, reasoning and prediction abilities, and experimentation skills. In a prior study, we reported the development of Engineering Design Interactive Visualizations (EDIV), and showed their effectiveness as self-study material in improving students’ engineer ing design competencies. Here, we investigate students’ interaction with the EDIVs in order to gain insight into what makes the EDIVs effective. We conducted a qualitative study using screen capture logs to identify behavioural differences between high and low scoring learners as they interact with the EDIV. We found that the high scoring group spent more learning time on interactive activities such as variable manipulation and decision making tasks, while the low scoring group spent more time on reading and concept clarification tasks.