Educational Technology
journal article
Learning with STEM Simulations in the Classroom: Findings and Trends from a Meta-analysis
Cynthia M. D'Angelo, Daisy Rutstein and Christopher J. Harris
Educational Technology
Vol. 56, No. 3 (May-June 2016), pp. 58-61 (4 pages)
Published By: Educational Technology Publications, Inc.
Educational Technology
https://www.jstor.org/stable/44430495
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Abstract

This article presents a summary of the findings of a systematic review and meta-analysis of the literature on computer-based interactive simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. For achievement outcomes, simulations had a moderate to strong effect on student learning. Overall, simulations have a beneficial effect over treatments in which there were no simulations.

Journal Information

Educational Technology Magazine is the world's leading periodical publication covering the entire field of educational technology, an area pioneered by the magazine's editors in the early 1960s. Read by leaders in more than one hundred countries, the magazine has been at the forefront of every important new trend in the development of the field throughout the past five decades.

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Educational Technology © 2016 Educational Technology Publications, Inc.