不同反馈类型对虚拟科学探究学习成效与行为序列的影响研究The Effects of Different Feedback Types on Learning Performance and Inquiry Behavioral Patterns in Web-based Scientific Inquiry

Abstract

摘要：虚拟科学探究能够突破传统实验室在时间空间上的限制，已成为科学教育中的重要学习形式。然而，开放环境下的探究活动易流于浅层操作，不同反馈机制对行为模式的影响仍有待澄清。本研究依托基于POEE策略自主开发的“小水滴”平台开展对照实验，比较解释性反馈与提示性反馈对学生学习成效及行为序列的影响。结果表明，两组学生总成绩均显著提升且无组间差异，但提示性反馈组在观察环节的问答板块表现更优，并呈现更频繁的逆向跳转行为。研究揭示了提示性反馈促进元认知监控与深度探究的作用机制，为虚拟探究环境的学习支持设计提供了实证依据。


Abstract: With the advancement of virtual simulation
technology, virtual scientific inquiry has become an
important approach in science education. However, highly
open inquiry environments often risk superficial
engagement, and the effects of different feedback
mechanisms on behavioral processes remain unclear. This
study conducted a controlled experiment using the “Little
Drop Inquiry Environment (LDIE)” platform based on the POEE
strategy to compare the effects of explanatory versus
prompting feedback on students’ learning performance and
behavioral sequences. Results showed that both groups
significantly improved overall scores with no inter-group
differences, but the prompting feedback group outperformed
in the Q&A section during the observation phase and
exhibited more regression behaviors. These findings reveal
how prompting feedback promotes metacognitive monitoring
and deep inquiry, providing empirical evidence for
designing effective learning supports.