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Fig. 3.1
Roller coaster graphic simulation with movement (mouse and slider) and animation
manipulation animation for best memory, problem solving and transfer. It seems
likely that the students are learning to imagine perceptual simulations in all cases
(although one would need a neuroimaging study to know for sure, and such studies
are planned) but that the learning materials needed to enable this imagined simula-
tion vary depending on the complexity of the system and the cognitive development
(grade level in this case) of the students.
Han and her colleagues (Han, Black, Paley, & Hallman, 2009; Hallman, Paley,
Han, & Black, 2009) have enhanced the movement part of these interactive graph-
ical simulations by adding force feedback to the movement using simulations such
as that shown in Fig. 3.2. Here the student moves the gears shown in the mid-
dle by moving the joy stick shown in the lower left, and the bar graphs show the
input and output force levels for the two gears; here again allowing the student to
directly manipulate the gears enhances the students' memory and problem solv-
ing, and enriching the movement experience by adding force feedback increases the
students' performance even more. Thus the richer the perceptual experience, and
therefore the mental perceptual simulation acquired, the better the student learning
and understanding.
McVeigh, Black, and Flimlin (2008) showed that even when the learning expe-
rience is fully embodied using hands-on activities adding these kinds of interactive
graphic simulations can enhance student learning and understanding. Here the stu-
dents learn about water chemistry and fish and plant biological systems by having
a small fish tank in their classrooms while also observing a larger fish tank (using a
video link over the internet) in a large remote greenhouse located at a local univer-
sity. Thus the students can directly alter the water chemistry in the classroom fish
