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This paper describes results from a project in an undergraduate engineeringphysics course that coupled classroom use of interactive computer simulationswith the collection of real-time formative assessment using pen-enabled mobiletechnology. Interactive simulations (free or textbook-based) are widely usedacross the undergraduate science and engineering curriculia to help activelyengaged students increase their understanding of abstract concepts or phenomenawhich are not directly or easily observable. However, there are indications inthe literature that we do not yet know the pedagogical best practicesassociated with their use to maximize learning. This project couples studentuse of interactive simulations with the gathering of real-time formativeassessment via pen-enabled mobile technology (in this case, Tablet PCs). Theresearch question addressed in this paper is: are learning gains achieved withthis coupled model greater for certain types of learners in undergraduate STEMclassrooms? To answer this, we correlate learning gains with various learningstyles, as identified using the Index of Learning Styles (ILS) developed byFelder and Soloman. These insights will be useful for others who useinteractive computer simulations in their instruction and other adopters ofthis pedagogical model; the insights may have broader implications aboutmodification of instruction to address various learning styles.

cornell university

The Effect of Student Learning Styles on the Learning Gains Achieved  When Interactive Simulations Are Coupled with Real-Time Formative Assessment  via Pen-Enabled Mobile Technology