Interactive multimedia simulation to succeed in learning microscope use procedures
The purpose of this study was to compare the effectiveness of two instructional strategies to get procedural knowledge: one based on Merrill’s learning principles, and the other based on independent instructional sequences. Additionally, the way students interact with instructional activities regarding their preferred learning style was determined. An experimental design between two groups was used, applying a post-test only among students from a distance learning college. Findings showed the instructional sequence based on Merrill’s learning principles was more effective in achieving procedural learning in its declarative knowledge dimension and in the time of learning indicator, but showed no significant effect on accuracy in the skill technique indicator. There was no statistical difference between learning styles and time commitment to the preferential learning activity, but there were different trends in the selection of instructional activities. Findings showed that the multimedia simulation used was adapted to the four learning styles.
