Running head: COMPARING PHYSICAL AND VIRUTAL MANIPULTIVES 1 Comparing Physical and Virtual Manipulatives for Retention and Preparation for Future Learning of Science Concepts

Previous research on the effects of physical and virtual experimentation has focused on comparing the two manipulatives for learning. In this study we focus on which of the two manipulatives better support retention of knowledge learned and preparation for future learning. Our research is conducted in the context of a conceptual physics course for non-science majors at a large Midwestern university. Students completed activities in two two-hour laboratory sessions over two consecutive weeks. Some students completed the physical activity before the virtual activity, while others completed the virtual activity before the physical activity. The activities were spaced one week apart. We present the results of student performance on a conceptual test and implications for retention and preparation for future learning. Our results seem to indicate that the physical manipulative better supports retention than the virtual manipulative. Further, learning with the physical manipulative better prepares students for future learning with the virtual manipulative