Cited by 160Visual and Cognitive Learning ProcessesScience Education and PedagogyInnovative Teaching and Learning Methods

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Goals and Learning in Microworlds

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Miller, Craig S., Lehman, Jill Fain, Koedinger, Kenneth R.·1999·Cognitive Science

DOI 10.1207/s15516709cog2303_2

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Abstract

We explored the consequences for learning through interaction with an educational microworld called Electric Field Hockey (EFH). Like many microworlds, EFH is intended to help students develop a qualitative understanding of the target domain, in this case, the physics of electrical interactions. Through the development and use of a computer model that learns to play EFH, we analyzed the knowledge the model acquired as it applied the game‐oriented strategies we observed physics students using. Through learning‐by‐doing on the standard sequence of tasks, the model substantially improved its EFH playing ability; however, it did so without acquiring any new qualitative physics knowledge. This surprising result led to an experiment that compared students' use of EFH with standard‐goal tasks against two alternative instructional conditions, specific‐path and no‐goal, each justified from a different learning theory. Students in the standard‐goal condition learned less qualitative physics than did those in the two alternative conditions, which was consistent with the model. The implication for instructional practice is that careful selection and analysis of the tasks that frame microworld use is essential if these programs are to lead to the learning outcomes imagined for them. Theoretically, these results suggest a new interpretation for numerous empirical findings on the effectiveness of no‐goal instructional tasks. The standing “reduced cognitive load” interpretation is contradicted by the success of the specific‐path condition, and we offer an alternative knowledge‐dependent interpretation.

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Authors: Miller, C. S., Lehman, J. F., & Koedinger, K. R.
Affiliations: Carnegie Mellon University (US)
Corresponding author: Miller, Craig S.
Venue: Cognitive Science
Publisher: Wiley
Published: 1999-07
Volume: 23
Issue: 3
Pages: 305-336
ISSN: 0364-0213 (ISSN-L)
1551-6709
DOI: 10.1207/s15516709cog2303_2
OpenAlex: W2058522826
Cited by: 160
References: 37
Citations by year: 2026: 2 · 2025: 13 · 2024: 1 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 4 · 2018: 7 · 2017: 7 · 2016: 6 · 2015: 7 · 2014: 7 · 2013: 9 · 2012: 7
FWCI: 5.16
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Cognitive Science (publishedVersion)
Funders: National Science Foundation (9022511)
Carnegie Mellon University
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: qualitative physics, physics learning, hands-on learning, goal-directed tasks

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Goals and Learning in Microworlds

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks