To Teach or Not to Teach? Comparing the Use of Computer-Based Simulations in Deductive versus Inductive Approaches to Learning with Adults in Science

Abstract

Two alternative learning strategies, deductive and inductive, were compared as adults learned about the laws of motion using combinations of computer-based tutorials and simulations. Two levels of Tutorial (Yes, No) were crossed with three levels of Simulation (Structured, Unstructured, None). Deductive learning was defined as the tutorial followed by either the structured or unstructured simulation as practice. Inductive learning was defined as either the structured or unstructured simulation given to the subjects without the tutorial. The No Tutorial/No Simulation condition acted as a posttest-only control group. Results indicated that subjects learned as much inductively from the structured simulation as other subjects learned deductively from the tutorial, but not so from the unstructured simulation. Subjects were also very accurate in their ability to monitor their own comprehension in each of the respective instructional conditions. However, response confidence during the posttest was lower for the subjects who were given the simulations as compared to those who were given the tutorial.