The role of meaning in interpreting graphical and textual feedback during a computer-based simulation

Abstract

The purpose of this study was to investigate the ability of adult learners to process and interpret graphical and textual feedback during a computer-based simulation when the feedback originated from contexts varying widely in meaning. A total of 41 subjects interacted with a computer simulation of the laws of motion using a discovery-based approach embedded within one of two contexts (meaningful and arbitrary). In the meaningful context the simulation was designed to be analogous to miniature golf, whereas the arbitrary context used no such organizer. Both simulation contexts provided alternating forms of graphical and textual feedback. Four dependent measures were used: Pretest/Posttest Performance, Game Score, Interactivity, and Frustration. Results indicated no significant main effects or interactions between the meaningful and arbitrary contexts on any of the dependent measures. However, subjects scores on the posttest were significantly higher than on the pretest indicating general effectiveness of the simulation as a discovery-based learning environment. There were also significant within-subject main effects found on the type of feedback provided. Subjects completed the game task in less time and were less frustrated when given animated graphical feedback than when given textual feedback. Subjects also interacted less (in terms of mouse clicks) when given graphical feedback. In addition to the quantitative analysis, a qualitative analysis was also conducted with 14 additional subjects. This analysis revealed interesting trends in how some subjects used the various feedback representations in the simulation to construct and test learning strategies versus those whose interaction generally remained shallow and reactionary.