Flipping a simulation before instruction can improve students' learning, interest and perceived competence

Abstract Background Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. Aims The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture‐then‐simulation approach. Samples Participants (Experiment 1, N = 168; Experiment 2, N = 357) were undergraduate students in several sections of a first‐year chemistry course. Methods Students were randomly assigned to explore a simulation on atomic structure either before a lecture (explore‐first condition) or after the lecture (instruct‐first condition). In Experiment 1, the simulation activity time was limited (15 min) and the activity varied in whether self‐explanation (‘why’) prompts were included. In Experiment 2, the activity time was lengthened (20 min), and only ‘why’ prompts were used. After the activity and lecture, students completed a survey and posttest. Results In Experiment 1, students in the explore‐first condition scored lower on posttest conceptual knowledge scores and reported lower curiosity compared to students in the instruct‐first condition. Scores for basic facts and transfer knowledge, and self‐reported situational interest, self‐efficacy, and competence, were equal between conditions. No effects of prompt condition were found. In Experiment 2, with longer activity time, the results reversed. Students in the explore‐first condition scored equally on basic facts and higher on conceptual knowledge and transfer measures, while also reporting higher curiosity, situational interest, self‐efficacy, competence, and cognitive engagement. Conclusion When properly designed, placing simulations before—rather than after—lecture can deepen learning, motivation, and competence.