The research methods for this project include randomized experimental designs, classroom-based quasi-experimental design experiments, and a field study of the efficacy of the simulations designed based on our theoretical framework. Initially, randomized lab experiments will be conducted to identify the effectiveness of the design principles derived from our theoretical framework to improve learning. Classroom-based design experiments will then study how the application of these principles will improve learning for a diverse population of urban high school students. They will also investigate the effects of learner characteristics (prior knowledge, partial cognitive ability, and self-regulations skills) on learners’ experienced cognitive load and learning outcomes. Finally, an efficacy field study will examine the potential of integrating well-designed simulations into chemistry curriculum for improving learning and student attitudes towards chemistry.

We will develop and test simulations from core areas within the high school curriculum, such as the properties of gases and changes of state. We hypothesize that simulations that incorporate principles from our framework will improve academic achievement for a broad range of student learners, including those who have typically struggled with these topics. When fully developed, these simulations could form the core of a chemistry curriculum for the 9th grade. These simulations would be sufficient to impact the grade of the students who learn from them. Our findings will be applicable to the design of simulations for other science areas.