Author:
Janus S. Liang
Affiliation:
National Taiwan Normal University, Taiwan
Keyword(s):
Virtual and Practical Operation, Experimentation, Hydraulics Learning.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Context Dependent Learning
;
Technology Enhanced Learning
;
Ubiquitous Learning
Abstract:
The objective of this research is to examine if practical or virtual operating experimentation can discriminate hydraulics learning. There are several experimental situations, specifically virtual operating experimentation (VoE), practical operating experimentation (PoE), two successive conjunctions of VoE and PoE, and a control situation (i.e., conventional instructing with lack of VoE or PoE). College learners’ comprehension of hydraulics notions in the field of force and distance is examined in a pre-post test plan that included 57 members appointed to the control group and 195 members appointed to the four experimental groups. Conceptual exams are dominated to evaluate learners’ comprehension throughout instructing. Results revealed that the several experimental situations are similarly efficient in enhancing participants’ comprehension of notions in the field of force and distance and better than the control situation; therefore, operation, virtual or practical operation, and no
t substantiality, at lowest in a condition as the one of the proposed research, is essential in hydraulics learning.
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