Ioana Ghergulescu, Arghir-Nicolae Moldovan, C. Muntean, Gabriel-Miro Muntean
{"title":"Interactive Personalised STEM Virtual Lab Based on Self-Directed Learning and Self-Efficacy","authors":"Ioana Ghergulescu, Arghir-Nicolae Moldovan, C. Muntean, Gabriel-Miro Muntean","doi":"10.1145/3314183.3323678","DOIUrl":null,"url":null,"abstract":"Virtual labs enable inquiry-based learning where students can implement their own experiments using virtual objects and apparatus. Although the benefits of adaptive and personalised learning are well recognised, these were not thoroughly investigated in virtual labs. This paper presents the architecture of an interactive science virtual lab that personalises the learning journey based on the student's self-directed learning (SDL) and self-efficacy (SE) levels. The results of a pilot in two secondary schools showed that both students with low and high SDL and SE level improved their knowledge, but students with low SDL and SE had a higher number of incorrect attempts before completing the experiment.","PeriodicalId":240482,"journal":{"name":"Adjunct Publication of the 27th Conference on User Modeling, Adaptation and Personalization","volume":"116 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Adjunct Publication of the 27th Conference on User Modeling, Adaptation and Personalization","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3314183.3323678","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 9
Abstract
Virtual labs enable inquiry-based learning where students can implement their own experiments using virtual objects and apparatus. Although the benefits of adaptive and personalised learning are well recognised, these were not thoroughly investigated in virtual labs. This paper presents the architecture of an interactive science virtual lab that personalises the learning journey based on the student's self-directed learning (SDL) and self-efficacy (SE) levels. The results of a pilot in two secondary schools showed that both students with low and high SDL and SE level improved their knowledge, but students with low SDL and SE had a higher number of incorrect attempts before completing the experiment.
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