Computer Simulations to Support Science Instruction and Learning: A critical review of the literature
Abstract
Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.
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Simulations can be comparable, if not more effective, than more traditional educational practices, depending on how they are used.
“simulations can be comparable, if not more effective, than more traditional educational practices, depending on how they are used”
vLABs provide a learning experience accommodating a variety of individual differences.
“as well as providing a learning experience accommodating a variety of individual differences.”
vLABs can be played by the student at a time and location of their choice, adding flexibility to their learning.
“The vLABs can be played by the student at a time and location of their choice adding a degree of flexibility to their learning, [13]”
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- Authors
- Smetana, L. K., & Bell, R. L.
- Affiliations
- Loyola University Chicago (US)
- University of Virginia (US)
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2012-06
- Volume
- 34
- Issue
- 9
- Pages
- 1337-1370
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2099770910
- Cited by
- 702
- References
- 5
- Citations by year
- 2026: 90 · 2025: 62 · 2024: 58 · 2023: 43 · 2022: 67 · 2021: 66 · 2020: 61 · 2019: 60 · 2018: 33 · 2017: 37 · 2016: 50 · 2015: 23 · 2014: 24 · 2013: 19 · 2012: 6
- FWCI
- 72.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Science Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Physical Sciences › Engineering › Media Technology › Experimental Learning in Engineering
- Social Sciences › Education › Educational Methods and Outcomes
- Keywords
- computer simulation, science instruction, science learning, conceptual change, process skills, science content knowledge, inquiry-based learning, cognitive dissonance, student reflection, educational technology
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