ANIMATION AS FEEDBACK IN A COMPUTER-BASED SIMULATION - REPRESENTATIONMATTERS

The purpose of this study was to explore how users interact and learn during a computer-based simulation given graphical and textual forms o f feedback. In two experiments, university Students interacted with a simple simulation that modeled the relationship between acceleration a nd velocity: Subjects interacted with the computer simulation using a discovery-based approach: no formal instruction on the science concept s was presented. Subjects had control over the acceleration of a simpl e screen object-a ball-in a game-like context. Three simulation condit ions were studied, each differing on how feedback of the ball's speed, direction, and position was represented: graphical feedback, textual feedback, and graphical plus textual feedback. Results showed that sub jects learned move tacit knowledge when provided with animated graphic al feedback than with textual feedback, although gains in explicit und erstanding of these science principles did not depend on the way the f eedback was represented. Patterns of interactivity and frustration are also discussed.