Learning with simulations and their effect on problem solving in the domain of physics

Based on Mayer&s;s generative model of multimedia learning and our model of knowledge-centered problem solving an experimental study is conducted to get reliable results concerning the influence of interactive computer simulations on students` performance in problem solving. Our model is related to expertise research and focuses on the relationship between several aspects of knowledge and the success in routinized problem solving. As central elements of the process of problem solving we distinguish between problem representation (the transformation of the tasks description into canonical concepts of physics), choosing or working out a problem schema (a generalized solution pattern based on experience and training), and generating a solution. The supposed positive effect of a short instruction based on interactive simulations on the problem solving performance is investigated with respect to the influence of the following conditions: instruction with/without simulations, instruction with focus on the problem representation/schema formation and instruction with different types of task (force/energy). As subjects students at upper secondary school level (age 17 or 18) are addressed, as topic the domain mechanics is chosen.