Supporting student engagement in simulation development

Abstract

This paper presents a small-scale study investigating the use of the MicroWorlds Pro multimedia programming environment as an authoring tool for constructing models, simulations and multimedia applications with students of Senior High School. We implemented two alternate instructional strategies: simulation development from scratch and use of a preconstructed microworld, and observed how the students collaborate and interact with the programming environment. The findings highlight the overall process and the differences in the students' levels of engagement and performance, indicating some special features of the programming environment that contribute to or cause difficulty in the creation of an effective learning environment.