geometrical optics in a computer-based simulation

Many problems that learners regularly encounter during discovery learning with computer-based simulations have been identified. A number of studies have examined different ways of support for discovery learning by facilitating the learning process. This study examines the effect of facilitating access to prior knowledge through just-in-time information. It is expected that access to just-in-time information will foster learning but will not interfere with it. To test these hypotheses, an experiment was conducted in which a group of students who worked with a computer simulation had access during learning to ‘knowledge tips’. Performance of this group was compared with that of a group who had no access to knowledge tips. It was found that the experiment group showed a better learning gain than the control group. The implications of the results are shortly discussed