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RUNNING HEAD: EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION

The Effectiveness of Using the Online Simulation Program Gizmos in Science Education

Lisa Ogiemwonyi and Robin Carter

Oakland University

Lindson Feun, Ph.D.

April, 2017
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Table of Contents

Acknowledgements..3

Abstract4

Chapter 1..5
Background..5
Assumptions and Limitations..7
Research Questions..8

Chapter 2..9
Literature Review.9

Chapter 314
Overview14
Selection of Subjects..14
Research Design.15
Description of Instruments.16
Data Analysis.16
Summary16

Chapter 418
Triangulation of Data.18
Data Source 1 (Post-Lesson Evaluation Tool)...18
Data Source 2 (Student Survey).20
Data Source 3 (Teacher Survey)21
Discussion of the Results...23

Chapter 527
Conclusions27
Recommendations..27
Implications for Future Research...29

References..30

Appendices.32
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Acknowledgements

We would first like to thank our husbands and children for giving us continual encouragement

throughout this Education Specialist Program, and for cheering us on as we neared the finish

line.

We thank the staff, students, and our colleagues at Rochester Community Schools. We would

specifically like to recognize Shelley Moore and Jennifer Steffes at Reuther Middle School, and

their students for being a part of this research project. It was exciting to take part in a real

research project and apply our understanding of how scientists answer questions.

Above all we would like to thank the Lord above. He has given us patience, strength, guidance,

and determination. This has been quite the journey and the Lord has held our hands every step of

the way.
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Abstract

With the prevalence of the acronym STEM in education today, interest has grown in not

just promoting the subjects of science, technology, engineering, and mathematics as separate

entities, but in figuring out the ways they can intersect to enhance learning. The objective of this

research was to determine what effects if any, using the online science and math simulation

program Gizmos has on student learning.

This study was conducted with secondary science teachers at Rochester Community Schools in

Rochester, MI. Two teachers were chosen to be a part of both the control and experimental

groups. One lesson was chosen to be presented to students through either using the online

simulation with Gizmos or through traditional instruction without Gizmos. For each teacher,

half of the classes were treated as part of the control group with traditional instruction and half of

the classes were treated as part of the experimental group with instruction using Gizmos. At the

end of each lesson, students were given assessment questions to determine their level of

performance on the topics presented.

In this study, students and teachers expressed positive experiences in using Gizmos for learning

in science class. Students and teachers were generally positive overall about using the computer

simulation program called Gizmos for learning in science classes. Although students were

engaged and interested in learning through technology while using Gizmos, this study did not

support the claim that using Gizmos would increase student performance on a post-lesson

assessment.
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Chapter 1

Introduction

Background

Computer simulations are computer-generated dynamic models that present hypothetical

or simplified models of real-world mechanisms, occurrences, or processes. They can include

animations, visualizations, and interactive laboratory experiences. Computer simulations make

interactive, authentic, meaningful learning opportunities possible. Learners can observe,

explore, re-create, and receive immediate feedback about real objects, phenomena, and processes

that would otherwise be too complex, time-consuming, or dangerous (Bell & Smetana, 2009,

p.23).

Gizmos is an online math and science simulation program from ExploreLearning. There are

over 450 interactive simulations that are designed for students in grades 3-12. Gizmos enable

teachers and students to quickly progress through many different concepts or scenarios in a

single session, dramatically expanding the range of what can be shown, explained, and explored

in the classroom. Classroom discussions become more interactive and responsive to students

specific interests and difficulties, since their questions can be immediately examined and

answered using manipulatable visual models. When students are studying on their own, Gizmos

allow them to become active and engaged learners rather than passive observers of sequences of

images in a textbook (Cholmsky, 2003).

Secondary science teachers in Rochester Community Schools (RCS) have been using Gizmos as

part of the science curriculum since 2013. Rochester Community Schools is a large school
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district in Oakland County in southeast Michigan. RCS has thirteen elementary schools, four

middle schools, three high schools and one alternative high school. As of January, 2015, there

were about 14,700 students in the district. A total of 95% of RCS students attend post-secondary

schools. The high school graduation rate in 2015 for the district was 96.1 % (Fast facts, 2015).

In 2013, the State of Michigan adopted the Common Core State Standards in Math and English

Language Arts. The State of Michigan was considering using Smarter Balanced assessments

which would be computer adaptive. Upon examining sample Smarter Balanced assessment

items, the RCS curriculum consultants observed that math and science situations were presented

where students were asked to manipulate items and answer questions related to the effect of

those changes. Three years ago, the secondary math and science curriculum consultants at

Rochester Community Schools looked at using the Gizmos program as a way to expose students

to manipulating math and science variables in an online setting.

In the first year, RCS piloted the Gizmos program with twelve math teachers and twelve science

teachers at the secondary level. At the end of the year, teachers were asked about the benefits

and challenges of using this program to determine whether or not it would be helpful to use

going forward. In the second year, the math program discontinued the use of Gizmos, while the

science department proceeded to offer the program for all secondary science teachers. Official

trainers from ExploreLearning gave all secondary science teachers 3 hours of professional

development. At the end of the 2014-15 school year, teachers were surveyed to determine which

teachers would benefit from continuing to use Gizmos in the following year.
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In the 2015-16 school year, twenty-four secondary science teachers were given access to use

Gizmos with their students. Because Gizmos is a subscription-based program, it must be

renewed every year. It is important to evaluate the effects of the Gizmos program on student

learning in science to make sure that there is a positive impact for students. It is also necessary

to determine the value of renewing the subscription in upcoming years from a financial

perspective.

Assumptions and Limitations

Evaluating the effect of simulation programs on student learning required us to make

certain assumptions. We first assumed that the same students would be present for the entire

study with no absences or dropped students. Only a limited number of Gizmos could be used for

the study, therefore the assumption is that certain Gizmos are as effective as other Gizmos. One

underlying variable is teacher effectiveness. Comparing multiple classes with different teachers

assumes that all teacher instruction is equally effective. Another assumption is that teachers are

competent in using and instructing students in working with Gizmos. When simulations are

teacher led, students should be actively engaged through questioning, prediction generation and

testing, and conclusion drawing. Connections made to their own lives make the learning more

authentic and meaningful (Soderberg, 2003 as cited in Bell & Smetana, 2009, p. 27). Because

student surveys and teacher surveys were used, there is an assumption that students and teachers

answered all questions honestly.

This study also has inherent limitations. One of the biggest challenges for teachers utilizing

Gizmos were difficulties with technology. The technology needed was not always available or
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functioning when teachers and students needed it. There are over 450 available Gizmos, and not

all Gizmos could be tested in the scope of this study. The control and experimental groups were

based on current existing classes which means there could not be perfect match between the

groups. It was also expected that some students may learn better in an online setting while others

learn better with a different approach. Additionally, the study was limited to one school and one

grade level, therefore the data may not be generalizable across the district.

Research Questions

The purpose of this study was to determine what effects using the online science

simulation program Gizmos has on student learning. First, performance on assessment questions

for students using Gizmos were compared to students receiving traditional instruction for the

same topic. Second, the students were surveyed about their own perceptions of learning when

using Gizmos. Finally, teachers were surveyed to gather anecdotal data about students use of

Gizmos. The following questions were the research questions focused on in this study.

Does using Gizmos improve student performance on a post-learning evaluation?

What are the student perceptions of learning using Gizmos?

What are the teacher perceptions of teaching and learning using Gizmos?
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Chapter 2

Review of the Literature

Gizmos is an online science and math simulation program under the parent company

ExploreLearning. Gizmos has over four hundred simulations designed to be used with students

in grades three through twelve. Rochester Community Schools has used the Gizmos program

with secondary science teachers and students over the past four years. The purpose of this

research project was to determine the benefits of using Gizmos to both students and teachers.

Students and teachers were surveyed about their use of Gizmos. It was also a goal to determine

whether or not the use of Gizmos had a measurable effect on student learning. One group of

students learned specific science content using Gizmos while a parallel group learned the same

content with standard classroom instruction. All students were evaluated on the same learning

target. The same assessment tool was used for both groups, and the results were compared.

Literature Review

Computer simulations are computerized dynamic models that present theoretical or

simplified models of real-world components, phenomena, or processes. They can include

animations, visualizations, and interactive laboratory experiences. Teachers can direct students

attention on learning objectives when complicated real-world environments are simplified, and

the causality of events is clearly explained through a simulation (Bell & Smetana, 2009).

Computer simulations are becoming more popular in the use of classroom instruction. Multiple

studies have been done to show the benefits of using technology-based learning for students.

Computer simulations make interactive, authentic, and meaningful learning opportunities


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possible. Learners can observe, explore, re-create, and receive immediate feedback about real

objects, phenomena, and processes that would otherwise be too complex, time-consuming, or

dangerous (Bell & Smetana, 2009). Technological advances have increasingly brought

instructional digital technologies into the science classroom. Teachers may have greater access to

internet connected classroom computers, wireless laptop carts, computer projectors, and

interactive whiteboards than ever before.

Researchers studying the use of simulations in the classroom have reported positive findings

overall. The literature indicates that simulations can be effective in developing content

knowledge and process skills, as well as in promoting more complicated goals such as inquiry

and conceptual change. Gains in student understanding and achievement have been reported in

general science process skills and across specific subject areas, including physics, chemistry,

biology, and Earth and space science. Although conventional instructional materials such as

textbooks present two-dimensional representations, simulations can offer three-dimensional

manipulatives that bring the subject matter to life. Visualization results in the development of

mental constructs that allow one to think about, describe, and explain objects, phenomena, and

processes in a more true-to-life form (Bell & Smetana, 2009).

Studies assessing the impact of simulations on process skill development, such as identifying

variables, measuring, graphing, interpreting data, and designing experiments, have shown

computer simulations to be equally as or more valuable than traditional methods (Rudolf, 2009).

Other noted benefits to consider when comparing instructional approaches include cost and time

efficiency, student enthusiasm, high engagement, and on-task behavior while working with
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simulations (Bell & Smetana, 2009). By exposing complex concepts and abstract phenomena,

computer simulations offer the opportunity to engage students in higher-level thinking and

challenge them to struggle with new ideas. Lessons involving computer simulations should be

student-centered and inquiry-based to ensure that learning is focused on meaningful

understandings, not rote memorization (Smetana, 2011).

When simulations are teacher led, students should be actively engaged through questioning,

prediction generation and testing, and conclusion drawing (Soderberg, 2003 as cited in Bell &

Smetana, 2009). Connections made to students own lives make the learning more authentic and

meaningful. By definition, simulations are simplified models of the real world. Although it is

necessary for students to accept the simulated environment as an intelligent and plausible

representation of reality, it is also critical that students realize the differences between the

simulation and reality.

Computer simulations technology can be used to enhance and differentiate instruction in the

classroom. Simulations and games allow teachers to differentiate instruction and address the

individual needs of a wide range of student learners. (Marino, Matthew, Blakely, Tsurusaki, &

Basham, 2011). The Gizmo advantage goes beyond technology-enhanced visualization and

interaction. According to the TSI report, effective educators should also contextualize scientific

ideas with real-world examples and make references to things students are already familiar with

or are exposed to (Cholmsky, 2003). Scientific visualization can graphically illustrate scientific

data to enable students to understand, illustrate, and gather insight from their data. Scientific
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Visualizations such as computer-based animations and simulations are increasingly a feature of

high school science instruction. (Geelan, Mahaffy, & Mukherjee, 2014).

Computer simulations are a growing form of educational technology that can help teachers

provide effective science instruction. There is much research that supports the potential value of

simulations in science instruction. However, research suggests a variety of variables may impact

the effectiveness of the simulation, including teacher practices during lessons, and clarity of

instructions (Gonczi, Bell, Maeng, & Wheeler, 2013). As a result, there is a need to understand

specific teaching strategies that increase teachers effective use of simulations and to identify

professional development elements that encourage simulation use in instruction (Perkins,

Loeblein, & Dessau, 2010).

Simulations require students to become active learners who participate in building their own

understanding. In doing this, students are able to remember content better when they experience

it for themselves (Cholmsky, 2003). Simulations offer many advantages in a classroom such as:

the replacement of physical equipment that is unavailable or impractical, the ability to change

variables, provide a common visualization that facilitates communication and instruction, and

finally they put students at ease and allow them to explore (Perkins, et al, 2010).

Project Tomorrow, a national survey asked students and teachers alike what was essential to

quality science learning and both identified the use of animations, simulations, interactive white

boards, and computers. Students in eight New York public high schools involved in a case study

about what students really want, revealed that there wants closely resembled research on best
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practices in science instruction. Students all reported wanting some form of hands on activities,

engagement, group work, and discussions (Goldenberg, 2011).

Curriculum that is interesting and engaging will help teachers cover multiple concepts in less

time. Gizmos enable teachers and students to quickly progress through many different concepts

or scenarios in a single session, dramatically expanding the range of what can be shown,

explained, and explored in the classroom (Cholmsky, 2003). Classroom discussions become

more interactive and relevant to students specific interests. Students with questions receive

quicker responses since their questions can be immediately examined and answered using

manipulative visual models. When students are studying on their own, Gizmos let them become

active and engaged learners rather than passive observers of sequences of images in a textbook

(Cholmsky 2003).
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Chapter 3

Method of the Study

Overview

The purpose of this study was to determine what effects using the online science

simulation program Gizmos has on student learning in science. The study was conducted with

secondary science teachers at Rochester Community Schools in Rochester, MI. Two teachers

were chosen to be a part of both the control and experimental groups. One lesson was chosen to

be presented to students through either using the online simulation with Gizmos or through

traditional instruction without Gizmos. For each teacher, half of the classes were treated as part

of the control group with traditional instruction and half of the classes were treated as part of the

experimental group with instruction using Gizmos. At the end of each lesson, students were

given assessment questions to determine their level of performance on the topics presented. In

addition to student performance on assessment questions, students were given a survey to

evaluate their perception of learning while using Gizmos. Teachers were also interviewed at the

end of 2014 and 2015 to gather perception and observational data about students learning when

using the computer simulations.

Selection of Subjects

In an effort to evaluate the Gizmos program, research was conducted on 7th grade

science students at Reuther Middle School in Rochester Community Schools. Two teachers

agreed to participate in this study. Each teacher had three or four sections of students in the

grade level studied for a total of seven sections. For each teacher, half of the number of their

sections were chosen to be in the control group while the other sections were assigned to the
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experimental group. Sections were examined by prior student performance to try to divide

similar sections as equally as possible into the control and experimental groups.

Research Design

The design for this experiment is best classified as a non-equivalent Control Group

Design. The groups involved in this study were pre-arranged classes that were scheduled by

school administration. The current group of students had been together since the end of January

which is the beginning of the second semester. Because students could not be hand-picked to be

equally matched in the control and experimental groups, the groups are considered non-

equivalent. The number of students in each class was also not under the control of the

researchers.

This study of the Gizmos program was performed spring 2016 during the third marking period.

The target lesson was presented to students on a prearranged day in March. Classes that were

part of the control group received standard traditional instruction on the targeted scientific

concepts. Classes in the experimental group received instruction on the same target science

concepts, this time using Gizmos as a vehicle for instruction.

Following the exposure of students to the target material using Gizmos, students were given a

survey to determine their personal perception of learning while using the Gizmos program. In

addition, teachers who had used the Gizmos program were surveyed to gather observational and

perception data about the effect on student learning.


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Description of Instruments

For the target lesson, the teachers collaboratively developed evaluation questions specific

to the science concepts to be mastered. These questions were used to create a seven question

exit ticket. Students were given the post-lesson exit ticket directly after the lesson. Students

who were exposed to instruction using the Gizmos program were given student surveys to

determine their personal perception of learning while using Gizmos. The student survey had

questions with responses given on a continuum using a Likert scale. Teachers who use the

Gizmos program with their students were also surveyed about their experiences regarding

teaching and learning using Gizmos. There were perception questions answered using a Likert

scale and open-ended answer questions. The same questions were presented to teachers at the

end of the 2014-2015 school year and the 2015-2016 school year.

Data Analysis

The types of data used to conduct this action research were student surveys using a Likert

scale and open-ended questions, teacher surveys using a Likert scale and open-ended questions,

and student performance on a post-lesson assessment tool measured using percentages.

Summary

The purpose of the study was to evaluate the effectiveness of Gizmos in Science

Education with secondary science teachers at Rochester Community Schools. The research was

conducted during the 2015-16 school year. Subjects selected for this research were students and

teachers in one school in Rochester Community Schools. This study of the Gizmos program was

performed spring 2016 during the third marking period with two classes. The classes that were
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part of the control group received standard traditional instruction on the targeted scientific

concepts. Classes in the experimental group received instruction on the same target science

concepts, with Gizmos replacing general instruction.


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Chapter 4

Results of the Study

Triangulation of Data

Three sources of data were used to evaluate the effectiveness of the computer simulations

program, Gizmos, on student learning. Students in two different groups were taught specific

science content, with one group receiving content instruction using Gizmos and the other group

receiving traditional instruction directed by the teacher. Students were then given the same

assessment questions directly after the lesson using Gizmos and the lesson without Gizmos.

After using Gizmos, students were asked to take an opinion survey about the use of Gizmos.

Additionally, district teachers who had used Gizmos throughout the school year were asked to

give input on their perceptions of using the Gizmos program as a part of student learning. Data

about teacher perceptions was collected for both 2014-2015 and 2015-2016 school years.

Data Source 1 - Post-Lesson Evaluation Tool

The first data source was a post-lesson evaluation. The teachers for this lesson created an

exit ticket with one true or false question and six multiple choice questions to determine how

well students had mastered the target content during the 50-minute lesson. Students were given a

score based on the percentage of correct answers. The scores for the control group were

compared to those of the experimental group. The total number of students in the study was 123,

with 61 students in the control group and 62 students in the experimental group. The control

group scored an average of 5.4 answers correct out of 7 and the experimental group scored an

average of 5.2 answers correct out of 7.


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The data were also separated by gender to determine if there was any difference. The control

group consisted of 36 female students and 26 male students, while the experimental group

contained 38 females and 24 males. In the control group, female students scored 5.8 correct and

male students scored 4.9 correct on the post-evaluation. In the experimental group, the female

students scored an average of 5.3 correct and male students scored an average of 4.9 correct. In

comparing the control and test groups, there was no difference between how male students

performed on the post-lesson assessment. Females scored better on average in the control group

than in the experimental group on the post-lesson assessment.

One of the limitations to this study is that a sample of convenience was used. There was no way

to randomize the groups of students. A certain number of classes were available, which needed

to be divided as evenly as possible between the control and the experimental groups, and the two

teachers involved. Based on the design of the experiment, classes needed to be kept together and

treated as whole groups. It was not possible for part of one class to be in the control group and

the remainder of the same class to be in the experimental group.

The teachers and the students available for this study had only used Gizmos with their students

as a teacher-led demonstration before. The students had never used Gizmos by completing an

activity on individual computers with specific content to master.

Not all students and parents consented to participation which removed some of the scores in the

study. On the day of the study, some of the students with consent forms were absent, including a

group of students on a field trip that the teachers were not aware of before the day of the study.
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Data Source 2 - Student Survey

A few days after students used Gizmos on individual computers to master the target content,

students were asked to take an anonymous survey to record their opinions about using Gizmos.

Students were asked questions using a Likert scale ranging from Strongly Agree to Strongly

Disagree. The percentage of answers was compared and analyzed for general trends. The

general trends observed were:

Overall, most students felt it was beneficial to use Gizmos for learning however most

students equally felt they would not be interested in using Gizmos for other classes.

Most students felt the graphics and animations helped them learn.

The interest in using Gizmos again were equally balanced between Agreement, Neutral,

and Disagreement.

Most students felt they were on focused and on task while using the Gizmos.

Students were asked to comment on what they liked about learning with Gizmos. The most

common responses given by students were the following in order from highest to lowest

frequency:

Enjoyed visuals, graphics, and animations

Enjoyed playing the computer based games, it was fun and interactive, and easy to work

with

Enjoyed the independence of the activity and liked that it was not teacher directed

When students were asked what they did not like about using Gizmos, the key trends found in

order from highest to lowest frequency were:

The directions and or questions were confusing

Using the Gizmos was difficult and complicated


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Using the Gizmos was boring

Using the Gizmos did not help them learn anything new

As previously stated, a limitation to this study was that the teachers and students involved did not

have previous experience using Gizmos with students on individual computers. The data

obtained was anonymous, so there was no direct correlation between the student scores on the

post-lesson evaluation and the answers on the student survey. It was assumed that students took

their time and answered the questions honestly and seriously.

Data Source 3 - Teacher Survey

Teachers who had access to Gizmos were given perception surveys using a Likert scale

and open-ended questions in the 2014-2015 school year and the 2015-2016 year. In 2014-2015,

there were 41 teachers who responded to the survey, and in 2015-2016, 20 teachers responded to

the survey. The percentage of responses in each category was analyzed to look for points of

interest and similarities or differences between 2014-15 and 2015-16.

Teacher perceptions were significantly more positive in 2015-206 than 2014-2015.

In regards to the clarity, ease, and usefulness of the lesson materials, teacher perceptions

were significantly lower in 2014-2015 than that of 2015-2016.

Teacher perceptions about students being on task or focused when the Gizmo was being

used was significantly more positive in 2015/16 than 2014/15.

Teacher perceptions in regards to the benefit to use Gizmos for teaching was significantly

higher in 2015-2016.
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The first open-ended response question, teachers were asked what impact they observed

on teaching and learning. The most common responses over the two years of data

collection were as follows:

Gizmos presented things in a visual way that helped students understand better or learn

faster.

Students learned important science processing skills.

Gizmos allowed students to do things that could not have been done in a normal class or

lab setting.

Students were more engaged in learning with technology.

When teachers were asked what challenges they or their students encountered when using

Gizmos, the following trends in comments were observed:

Teachers and students had computer or software difficulties.

Students did not read directions carefully.

Students were not sure what to do.

There was not enough time to complete the lesson in a class period.

One of the limitations of the teacher survey was that the survey was not required for all staff who

used Gizmos to complete. 2014-2015 was the first year that the Gizmos program was available

for all middle school and high school science teachers to use. Although there were over 450

different Gizmos available in science and math for teachers to choose from, the Gizmos were not

exactly grade or course specific, so there was not always a perfect match between the specific

content and level for a course and the Gizmos available. Teachers responses in the survey were
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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not separated based on the amount of experience each teacher had in using the Gizmos program

with their students. It was assumed that teachers answered honestly.

Discussion of the Results

The research regarding using computer simulations for science education gives

qualitative descriptions of the effect of using computer simulations on student learning. Bell and

Smetana (2009) reported gains in student understanding and achievement and general science

process skills across multiple areas of science. Cholmsky (2003) stated that using computer

simulations could allow students and teachers to progress through multiple concepts more

quickly. One of the main comments reported by teachers in the survey was that students were

able to learn certain concepts faster while having a greater depth of understanding and improving

their skills in scientific reasoning.

Overall, students felt it was beneficial to use Gizmos for learning in science. Students reported

that they felt they were on task while completing the Gizmo, while teacher responses were more

neutral about students being on task during the instruction using Gizmos. Students reported

enjoying the visuals, graphics, and animations, and playing computer-based games that were fun

and interactive. This matches teacher comments that said students enjoyed the visual quality and

being engaged with learning through technology. These findings are supported by research by

Bell and Smetana (2009) which described benefits such as student enthusiasm, high engagement,

and on-task behavior.


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One important feature of using simulations for science learning is that students are able to

experience experiments or scenarios that are impossible in the classroom due to lack of

resources, possible dangers, and impractical or complex requirements (Bell & Smetana, 2009;

Perkins, et al, 2010). Teachers mentioned that using Gizmos for instruction allowed them to

present things that could not normally be done or shown easily in an actual classroom setting.

Results from the student post-lesson evaluation did not support that using Gizmos helped to

improve student performance. This study was limited in that only one lesson was used to

compare student learning with our without using Gizmos. The students and teachers involved in

the study had not used Gizmos previously as a tool for individual student learning. Gizmos had

only been used with these specific classes as part of a teacher demonstration for the whole class.

In this study, both teachers and students were using Gizmos in a way that they had not been

previously accustomed to. In addition, this particular content and lesson had been taught in prior

years using a traditional approach, therefore the teachers were very comfortable in presenting the

information. Teachers may have been less comfortable using Gizmos to guide students in

learning the same concepts.

Gonczi et al. (2013) pointed out that a number of variables may impact the effectiveness of a

simulation, including teacher practices during lessons, and clarity of instructions. It was

observed that each teacher had a different style in presenting the Gizmos lesson, and that the

make-up of each student group differed based on the specific learners present. Teacher

comments from the survey did mention that students did not always feel comfortable with

Gizmos the first time using them and that they did not always read the directions carefully. This
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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matches student comments that referred to the directions and/or questions being confusing and

that using the Gizmos was difficult and complicated. The teacher survey also reported, however,

that students became more comfortable with and excited about using Gizmos after the first

attempt. The students in this study did not have the experience of trying Gizmos again, so there

was no data to show how students perceptions might change after multiple uses.

For some students using Gizmos as a student-directed learning activity added a level of challenge

as the learning was self-directed instead of being teacher-directed. At the same time, other

students reported that having a student-directed exercise was a positive aspect of using Gizmos.

Teachers comments also included the benefits of student-directed learning. Research supports

that computer simulations allow students to be engaged in higher-level thinking and struggle

with new ideas. Simulations can allow students learn new concepts through an inquiry approach.

The students become active learners who participate in building their own understanding,

allowing for better long-term mastery of the content (Cholmsky, 2003).

One area of student comments that appeared to be contradictory was that students reported that

students enjoyed using Gizmos and found learning with Gizmos to be interactive and fun.

Students said that Gizmos was boring and that they did not learn anything new. In the design of

this study, seven classes were studied, where four classes did Gizmos the first day and three

classes were given standard instruction. The teachers wanted all students to get the same

experiences overall so that no one could complain that the students received different instruction.

On the second day, the groups switched so that the four experimental group classes received

standard instruction while the three control group classes did the lesson using Gizmos. Students
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
26

were only tested on their mastery of the content after the first day of instruction. For students

doing the lesson with Gizmos on the second day, it may have been a true statement to report that

the students did not learn anything new. The content presented on the second day using Gizmos

would have been a repeat of the traditional lesson taught on the first day. This may have also

contributed to the student comment that the Gizmos lesson was boring since the content was not

new to the students.


EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
27

Chapter 5

Conclusions and Recommendations

Conclusions

In this study, both students and teachers were generally positive overall about using the

computer simulation program called Gizmos for learning in science classes. Teacher

comments were more positive in the 2015-2016 school year than in the 2014-2015 school

year. Both teacher and student comments in the surveys reported similar themes to what was

found in the literature review. Students were engaged and interested in learning through

technology. The visual computer simulations allowed students to conduct experiments and

study topics that would not have been easily accessible in the classroom. Students learned

concepts faster and more in depth than using traditional instruction in some cases. Average

student performance on the post-lesson evaluation was slightly higher for the control group

with traditional instruction than the experimental group using Gizmos as the method of

instruction. This study did not support the claim that using Gizmos would increase student

performance on a post-lesson assessment.

Recommendations

Although students and teachers expressed positive experiences in using Gizmos for

learning in science class, it is recognized that the student survey and post-lesson data were

limited. This study was only able to evaluate the effect of one lesson using one Gizmo.

There are many more Gizmos that could be evaluated. Student perception and performance

could change based on more familiarity with using the program. Regardless of which

simulation is used, there will be additional factors that would need to be considered including
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
28

how the Gizmo was incorporated into instruction, teacher instructions, and classroom

environment.

If the Gizmos program is to be used effectively, it is crucial to have functioning and

dependable technology. This means having technology with the correct support software

installed and regularly updated. It is also necessary to have web access through either a hard-

wired system or a wi-fi system that has the appropriate speed and capacity.

It was interesting to note that some students preferred student-directed learning using Gizmos

while other students were uncomfortable with the student-directed learning. One

recommendation for teachers might be to use Gizmos as a way to differentiate lesson based

on student interest, skill level, or perhaps even gender. Simulations could be used to either

provide enrichment or remedial instruction for particular students. The simulations can also

be assigned for students to do outside of class including in cases where students have missed

laboratory work or instruction.

Current information about future science assessments that are being developed for the State

of Michigan suggests that assessments will be computer-based. Students will be given

scientific scenarios in a format that includes text, data, and rich visuals. Students will be

asked to apply prior knowledge and scientific processing skills to answer questions about

various scientific phenomena. Gizmos simulations require students to manipulate virtual

experiments, collect data, and solve problems in a way similar to the new assessments that

are being developed. It is recommended that RCS continues to invest in the use of Gizmos
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
29

for teachers who find it valuable for instruction. As long as it is financially feasible, students

should be given the advantage of using online science simulations so that their first

experience does have to occur when they encounter high-stakes testing for the state.

Implications for Future Research

It is recommended that this study be continued with multiple grade levels, different

Gizmos, and more instructors. It would be crucial to either use classes who are already

familiar with the Gizmos program for individual instruction, or compare traditional

instruction with students receiving Gizmos instruction for multiple lessons over a longer

period of time. It is important to remember that classes cannot be made equal, and that there

will always be uncontrolled human factors due to using samples of convenience. It would be

a challenge to isolate the effect of differing instruction between teachers on the data.

One minor concern from teachers was the cost of using Gizmos. A study could be done to

evaluate teacher and student perceptions, and student performance when using free online

versions of similar simulations compared to using Gizmos.

Over the next few years, new computer-based assessments will be created for the State of

Michigan that are aligned with the Next Generation Science Standards. It may eventually be

a possibility to gather data on the use of Gizmos in the classroom and student perception or

performance on the state assessment.


EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
30

References

Bell, R. L., & Smetana, L. K. (2009) Using computer simulations to enhance science teaching

and learning in technology in the secondary science classroom (3). Retrieved from:

http://www.nsta.org/store/product_detail.aspx?id=10.2505/PKEB217X.

Cholmsky, P. (2003, December). Why gizmos work: Empirical evidence for the instructional

effectiveness of explorelearning's interactive content. Retrieved From:

https://www.explorelearning.com/.

Effective K-12 science instruction: Implementing research-validated teaching strategies using

explore learning Gizmos (Research Brief) Retrieved from;

https://cs.explorelearning.com/docs/effective_k-12_science_instruction.pdf.

Fast facts [pamphlet]. (2015). Rochester, MI: RCS Community Relations Department.

Geelan, D., Mahaffy, P., & Mukherjee, M. (2014). Scientific visualizations for developing

students' understanding of concepts in chemistry: Some findings and some lessons learned.

Teaching Science, 60(1), 30-38. Retrieved from

http://search.proquest.com.huaryu.kl.oakland.edu/docview/1697502710?accountid=12924.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
31

Goldenberg, L. B. (2011). What students really want in science class. Science Teacher, 78(6),

52-55. Retrieved from

http://search.proquest.com.huaryu.kl.oakland.edu/docview/964178297?accountid=12924.

Gonczi, A. L., Bell, R. L., Maeng, J. L., & Wheeler, L. B. (2013). Analysis of VISTA Teachers

Computer Simulation Use. Retrieved from

https://vista.gmu.edu/assets/docs/research/Analysis-of-VISTA-Teachers-Computer-

Simulation-Use_NARST2013_Final.pdf.

Marino, Matthew T., Blakely K. Tsurusaki, and James D. Basham. "Selecting software for

students with learning and other disabilities." The Science Teacher 78.3 (2011): 70. .

Perkins, K. K., Loeblein, P. J., & Dessau, K. L. (2010). Sims for science: Powerful tools to

support inquiry-based teaching. Science Teacher, 77(7), 46-51. Retrieved from

http://search.proquest.com.huaryu.kl.oakland.edu/docview/854554254?accountid=12924.

Rudolph, K. (2009, October 15). Math Gizmos. Retrieved from

http://cnx.org/content/m32365/latest/.

Smetana, L., & Bell, R. L. (2011). Computer simulations to support science instruction and

learning: A critical review of the literature. International Journal of Science Education, 1-34.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
32

Appendix A

Consent Forms

Parent Consent Form

Dear Parent,

We are part of an Education Specialist program through Oakland University. We are doing an
action research project on the online interactive Science program called Gizmos that has been
used in Rochester Community Schools for the past three years. We plan to study the
effectiveness of the Gizmos program on student learning, as well as student perceptions of using
the program.

Sometime during the next few months, students will be given a short survey to ask their opinions
about using the Gizmos program to learn various science lessons. Your students feedback is
very valuable to us.

Participation is voluntary and all information will remain anonymous. There is no risk in taking
this survey. Refusal to participate will involve no penalty or loss of benefits and students may
withdraw consent at any time without penalty or loss of benefits.

Upon the completion of this survey, the results will be made available to the public, but no
individual student information will be made public. This information will help teachers and the
district determine the advantages of using of this program in the future.

Please indicate your permission on the form below and return it to your students teacher. If you
have any specific questions regarding this research project, please contact Lisa Ogiemwonyi at
248-726-3132 or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University, 248-623-9233.

Sincerely,

Robin Carter Lisa Ogiemwonyi

Yes, my child may participate in the Gizmos action research survey


No, my child may not participate in the Gizmos action research survey.

_____________________________________________ ________________________
Parent/Guardian Signature Date
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
33

Student Consent Form

Dear Student,

We are part of an Education Specialist program through Oakland University. We are doing a
research project on the online interactive Science program called Gizmos that has been used in
Rochester Community Schools for the past three years. We plan to study the effectiveness of the
Gizmos program on student learning, including student ideas about using the program.

Students who have used Gizmos in their classes will be given a short survey to ask about how
they like using the Gizmos program. Your feedback is very valuable to us.

Participation is voluntary and all information will remain anonymous. There is no risk in taking
this survey. Refusal to participate will involve no penalty or loss of benefits and you may
withdraw consent at any time without penalty or loss of benefits.

Upon the completion of this survey, the results will be made available to the public, but no
individual student information will be made public. This study will help teachers and the district
determine the advantages of using of this program in the future.

Please indicate your consent to be a part of the study on the form below and return it to your
teacher. If you have any specific questions regarding this research project, please contact Lisa
Ogiemwonyi at 248-726-3132 or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University,
248-623-9233.

Sincerely,

Robin Carter Lisa Ogiemwonyi

Yes, I choose to be a part of the Gizmos action research survey.


No, I do not choose to be a part of the Gizmos action research survey.

_____________________________________________ ________________________
Student Signature Date
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
34

Appendix B

Post-lesson Evaluation Tool

N= 123
Gender (Determined by school records, not as in survey)
Male = 41%
Female = 59%

Name: __________________

1. True or False. A meteor traveling through space will not speed up or slow down unless
influence by another force.

2. The greater the force on an object, the...


a. Smaller the acceleration.
b. Greater the acceleration.
c. The acceleration stays the same.
d. Not enough information

3. If force stays the same, but I add more mass, then the acceleration .
a. Decrease
b. Increase
c. Stays the same

4. A soccer ball not moving until an unbalanced force such as your foot kicking it is an
example of what Law of Motion?
a. 1st Law
b. 2nd Law
c. 3rd Law

5. What is Newtons 2nd law of motion?


a. Force equals mass times acceleration
b. For every action there is an equal and opposite reaction
c. An object at rest will stay at rest.
d. The definition of a reference point
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
35

6. Ms. Moore is brushing up on her sumo wrestling skills. Which player requires less force to
take down to the mat, a wrestler whose mass is 210 pounds or a wrestler whose mass is 150
pounds?
a. The 210 pound wrestler
b. The 150 pound wrestler
c. They would require equal force to take down.
d. There is no force require. Ms. Moores stare is enough to take them down.

7. Mrs. Steffes is shopping. There are two shopping carts filled with the same amount of
groceries. Mrs. Steffes gives each cart a push. Shopping cart A is pushed with a small force.
Shopping cart B is pushed with a large force. What is the likely result?
a. Shopping cart A travels a farther distance than shopping cart B
b. Shopping cart B travels a farther distance than shopping cart A
c. Both shopping cart A and B travel the same distance.
d. Force has nothing to do with how far they travel.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
36

Appendix C

Student Survey
N= 179

Student Gizmos Survey 2015/2016 * Required Question

1. Please provide your teachers name. *

2. What grade are you in? *

6 0%
7 100%
8 0%

3. How often do you use computers or iPads in your class? *

more than once a week 9%


once a week 15%
once every two weeks 9%
once every three weeks 6%
once a month 23%
less than once a month 38%

4. How were Gizmos used in your class? Please check all that apply. *

Teacher demonstration 40%


Work with partners 23%
Work as individuals 72%
Assignment at home 9%

5. How often do you use Gizmos in your class? *


1 time per month 85%
2-3 times per month 12%
1-2 times per week 2%
3-4 times per week 1%
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
37

Student Perceptions of Gizmos


Likert Scale Key:
SA-Strongly Agree, A-Agree, N-Neutral, D-Disagree, SD-Strongly Disagree

Question SA A N D SD
The Gizmos were easy for me to use 18% 36% 35% 6% 6%
I found the Gizmos instruction clear 21% 32% 35% 7% 6%
The instruments in the Gizmos were easy to follow 19% 38% 31% 7% 5%
The teachers instructions on using Gizmos was easy to
follow 24% 41% 49% 3% 3%
The Gizmos was well organized 22% 40% 27% 6% 5%
Working with Gizmos helped me learn about the topic 15% 24% 41% 16% 4%
Using a Gizmo helped clarify the concept(s) being taught 12% 28% 38% 17% 5%
Using Gizmos helped me review previously learned
concepts 18% 21% 39% 15% 7%
The Gizmos made learning fun 19% 21% 30% 16% 14%
I felt I was on task and focused when learning with
Gizmos 15% 33% 27% 16% 9%
I like the interactive quality of learning with Gizmos 24% 21% 35% 13% 7%
The graphics and animations helped me learn 18% 29% 34% 11% 8%
I would like to use Gizmos again 20% 18% 32% 15% 15%
I would be interested in using Gizmos for other classes 15% 16% 34% 20% 16%
Overall, it was beneficial to use Gizmos for learning 16% 30% 30% 11% 13%

What (if anything) did you like about using Gizmos?

What (if anything) did you NOT like about learning using Gizmos? *
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
38

Appendix D

Staff Survey

2014-2015 N = 41 2015-2016 N = 20

Teachers Gizmos Survey 2015/2016 * Required Question

1. Please provide your first and last name. *

2. Which building(s) are you in? * 2014-2015 2015-2016

ACE 0% 0%
Rochester High School 13% 10%
Stoney Creek High School 15% 15%
Adams High School 21% 5%
Hart Middle School 13% 15%
Reuther Middle School 3% 15%
VanHoosen Middle School 15% 25%
West Middle School 15% 15%

3. Which grade level(s) did you use Gizmos with? *


Check all that apply.

6-8 46% 65%


9 - 12 54% 35%

4. Please select the statements that describe how Gizmos were used. * Check all that apply.

Gizmos were used as a demonstration with the class from a 15% 55%
single computer.
The teacher and volunteer students worked on a single computer. 10% 20%
Students worked in pairs on a single computer with either laptops 54% 45%
or in the computer lab.
Students worked as individuals on a single computer with either 71% 80%
laptops or in the computer lab.
Students did this assignment on a computer outside of the 29% 40%
classroom (e.g. at home)
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
39

5. How often do you have students use computers or iPads in your class? *

less than one time per month n/a 10%


1 time per month 53% 40%
2-3 times per month 36% 30%
1-2 times per week 12% 20%
3-4 times per week 0% 0%

6. About how far in advance did you have to


reserve computers to use Gizmos? *

less than 1 week 2% 10%


1 Week 15% 20%
2 Weeks 22% 15%
3 Weeks 24% 20%
4 Weeks 12% 30%
more than 4 weeks 24% 5%
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
40

Likert Scale Key:


SA-Strongly Agree, A-Agree, N-Neutral, D-Disagree, SD-Strongly Disagree

SA A N D SD
2014- 2015- 2014- 2015- 2014- 2015- 2014- 2015- 2014- 2015-
Question 15 16 15 16 15 16 15 16 15 16
Overall, it was beneficial to
use Gizmos for teaching 22% 45% 39% 50% 17% 5% 5% 0% 15% 0%
The Gizmos were easy for
me to use 29% 60% 54% 40% 12% 0% 5% 0% 0% 0%
The Gizmos were easy for
students to use 17% 40% 41% 50% 27% 10% 12% 0% 2% 0%
Students found the Gizmos
instructions clear 7% 25% 46% 70% 27% 5% 15% 0% 2% 0%
Using Gizmos enhanced
student learning 30% 50% 40% 45% 15% 5% 7% 0% 8% 0%
Using a Gizmo helped
clarify the concept(s) being
taught 24% 45% 43% 55% 19% 0% 7% 0% 7% 0%
The students were on task or
focused when the Gizmo
was being used 24% 40% 45% 50% 24% 5% 5% 0% 0% 0%
The students liked the
interactive quality of the
Gizmos 17% 30% 39% 60% 41% 10% 2% 0% 0% 0%
The graphics and animations
helped the students learn 37% 45% 37% 50% 20% 0% 7% 0% 0% 0%
Lesson Materials: The
teacher guide was easy to
follow. 27% 65% 44% 35% 22% 0% 5% 0% 2% 0%
Lesson Materials: The
handouts for the lesson were
clear 23% 45% 45% 55% 25% 0% 3% 0% 5% 0%
Lesson Materials: The
handouts for the lesson plan
were useful 25% 50% 43% 50% 20% 0% 10% 0% 3% 0%
Materials: Overall, the
lesson materials were well
designed 22% 45% 39% 55% 29% 0% 2% 0% 7% 0%

If you used the lesson materials provided with the Gizmos, did you make any changes to
the lesson plan that was provided? Please explain.

What impact did you observe on teaching and learning when using Gizmos? Please give
examples, if possible.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
41

What challenges did you or your students encounter when using Gizmos? Please give
examples, if possible.

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