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<p>Computer simulations (CS) have the potential to support students’ conceptual understanding. However, the overall effect of integrating CS into K-12 scientific education and the key factors influencing these effects remain unclear. Therefore, this study intends to resolve these uncertainties by conducting a meta-analysis to: (a) quantify the overall effect of CS in K-12 scientific education, and (b) identify possible moderators of these effects. The study analyzed data from 47 empirical trials, involving 5715 students, that employed (quasi-)experimental methods to evaluate the impact of CS on conceptual understanding in K-12 science education. The findings revealed a large overall effect size of CS on conceptual understanding in K-12 science education (<i>g</i> = 0.898, 95% CI [0.719, 1.076], statistical power (1-β err prob) ≈ 1.00). Additionally, the effect was found to be moderated by factors such as publication type, publication year, region, control group design, type of computer simulation, intervention duration, intervention intensity, and type of outcome measure. Future research should investigate the impact of CS on students’ affective and behavioral domains, as well as investigate the delayed effects and gender differences associated with CS.</p>

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The Impact of Computer Simulation on Students’ Conceptual Understanding in K-12 Science Education: A Meta-Analysis

  • 期刊论文

  • 发表日期：

    2025年11月17日

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  • Bokai Hu,
  • Wenyu Jia,
  • Shuaishuai Mi,
  • Hualin Bi

摘要

Computer simulations (CS) have the potential to support students’ conceptual understanding. However, the overall effect of integrating CS into K-12 scientific education and the key factors influencing these effects remain unclear. Therefore, this study intends to resolve these uncertainties by conducting a meta-analysis to: (a) quantify the overall effect of CS in K-12 scientific education, and (b) identify possible moderators of these effects. The study analyzed data from 47 empirical trials, involving 5715 students, that employed (quasi-)experimental methods to evaluate the impact of CS on conceptual understanding in K-12 science education. The findings revealed a large overall effect size of CS on conceptual understanding in K-12 science education (g = 0.898, 95% CI [0.719, 1.076], statistical power (1-β err prob) ≈ 1.00). Additionally, the effect was found to be moderated by factors such as publication type, publication year, region, control group design, type of computer simulation, intervention duration, intervention intensity, and type of outcome measure. Future research should investigate the impact of CS on students’ affective and behavioral domains, as well as investigate the delayed effects and gender differences associated with CS.