Learning with qualitative models and cognitive support tools: the learners’ experiences

This paper looks at the learners’ experiences when learning with CPRODS, an interactive learning environment based on 6 qualitative and quantitative models. The learners spent 2 hours during the study using the learning environment, completing the evaluation questionnaire and tests of knowledge. Analysis of the data has revealed some interesting comments e.g. on the interface design, functionality, learning styles. Recommendations for the future have been derived from this study. The learning environment has also been evaluated to see if it has all the features that Kolb (1984) says are necessary for experiential learning, or learning by doing. The five learner support tools do provide most of the learner support that Kolb prescribes, although reflection on the learning process is identified as a weakness of the learning environment. On the other hand the support provided for the learner is a strength. The qualitative models are readily accepted by learners and seen as worthwhile although more could be done to explain the reason for using ‘rough calculations’ in problem solving. There are also some design recommendations such as the issue of the speed of the simulation which was found to be too slow for some and too fast for others. While these recommendations and evaluations relate to this specific system the issues and concerns are common to all learning environments based on qualitative or quantitative simulation.