Formative Research on an Instructional Design Model for the Design of Computer Simulation for Teaching Statistical Concepts

The instructional problem of a superficial understanding still prevails in current education. Many educators seek solutions from technology to remedy the shadow learning problem. But, as researchers indicate, technology alone does not cause learning. Rather, learning is influenced more by instructional interventions. An instructional design model that fulfills the aim of meaningful learning is Goal-Based Scenarios (GBSs) proposed by Schank, Fano, Bell, and Jona (1993/1994). It offers guidelines to guide the design of a computer simulation. Despite growing evidence that supports the effectiveness of using the GBS model, no empirical studies have investigated strengths, weaknesses, or possible improvement of the GBS model. Thus, the purpose of the present study is to evaluate the GBS model by answering following questions: 1) what are the strengths and weaknesses of the GBS model? 2) What improvements can be made?Formative research was employed to investigate the designed instance by using think aloud interview, debrief (semi-structured) interview, and a focus group interview. The result showed that a GBS might become a better instructional design model if improvements are made in these aspects: 1) provide a worked example or instruction that demonstrates the behaviors of using GBS and seeking supports in order to increase the user's lower sense of self-efficacy while pursuing mission or assuming the role, 2) employ approaches of a small group usage and open-ended question to promote learners' engagement and interaction in scenario operations, 3) carefully integrate other components in GBS to support hands-on activity, 4) provide cues in negative feedback and recapitulate the concept in positive feedback.