The usability of computer simulations and
blended learning to understand the curriculum
and consolidation of knowledge
2020 18th International Conference on Emerging eLearning Technologies and Applications (ICETA) | 978-1-6654-2226-0/20/$31.00 ©2020 IEEE | DOI: 10.1109/ICETA51985.2020.9379262
Miroslav Beňo*, Miroslav Ölvecký*, Iveta Dirgová Luptáková*
* Department of Applied Informatics, University of SS. Cyril and Methodius, Trnava, SK-917 01, Slovak Republic
miroslav.beno@ucm.sk, miroslav.olvecky@ucm.sk, iveta.dirgova@ucm.sk
Abstract— The purpose of this paper was to measure the
impact of computer simulations and blended learning on
university students. The pedagogical experiments we made
lasted for 8 weeks with randomly selected 225 students of
the 1st year and 93 students of the second year at the
bachelor's degree at the university. Especially nowadays are
computer simulations and also distance learning methods
broadly widened and they are supporting the learning
process in an important way. Without these tools and
methods could be the learning process more difficult and
maybe not possible because of closed schools. But it's
different to compare the theoretical and practical
knowledge of students and understanding of them and
applications in practice. This paper points to possibilities of
how to improve the quality of cognitive abilities by students
especially in the way of understanding the curriculum and
consolidation of knowledge by Niemierko’s taxonomy of
learning objects. Our experiment results also demonstrate a
good positive impact of the proposed learning methodology
focused on the usability of computer simulations with good
multimedia textbooks partly integrated into the electronic
course by LMS Moodle in improving understanding of the
curriculum and consolidation of knowledge.
I. INTRODUCTION
Various learning methods exist and the way of using
them in the learning process depends on many factors.
Nowadays a lot of teachers by the school’s taught students
in distance learning forms. But what are the main results
of this learning process? Maybe these days is a point to
think about remote access to laboratories mainly in
technical subjects. Students sometimes want extra learning
materials or they would memorize and consolidate
knowledge and apply them to real life. A lot of researcher
outcomes showed that blended learning with the support
of computer simulations enhances collaboration and
performance of the students. It’s not easy for teachers to
have student’s attention towards the curriculum and it is
necessary to engage as many senses by students to gain
enjoyment-related activities. [1, 2]
Literature resources present 7 principles of good
learning with understanding which consists of some ideas
which have usability also for our pedagogical
experiments:
1. 1.Principled Conceptual Knowledge – learning
with the support of understanding knowledge is
facilitated in the way, that new and existing
information has a structured form and they
concentrate on the main concepts and principles of
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the specific discipline. Highly proficient
performance outcomes of the learning process in
any subject discipline require knowledge that is
both available and usable by students. It's
important that the teacher gives the correct
information about the curriculum and learning
outcome to students. Learning texts were
structured and mediated by professional teachers in
our researches.
2. Prior Knowledge – students are using the
knowledge that they already know to create new
understandings of information from learning texts.
It’s important that students have a collection of
knowledge (theories, concepts, skills) that can
significantly influence their perception about
things in the real world. Often students have self-
motivation to solve another new problem. It's
useful that teachers create on the learning lesson
new unspecific problems (our research scenarios)
to solve by students direct on the lesson.
Sometimes this process creates various errors, but
teachers would be active and ready to correct
students' own ideas to correct ones. If students
want to be successful in advanced study in science
at the main, applied informatics or any applied
science, students must have self-motivation,
acquired sufficient knowledge and information
supported by correct concepts, principles, and
relevant procedures on which to build future
success.
3. Metacognition – learning is supporting by the
usage of metacognitive strategies that could
identify, monitor, and manage cognitive processes.
In this stage of learning is important that students
realize what kind of knowledge and information
about learning outcome they have and what else
they need to know in any given situation. Teachers
in our research condition tried to correct if the
students give a piece of incorrect information about
their knowledge. If the students want to be
effective in new problem-solving situations, they
need to be metacognitive.
4. Differences Among Learners – students have
various learning strategies and styles, approaches
to new information, self-motivation to practical
skills, patterns of gain abilities that we can imagine
as the interaction between their genetic
predispositions and their new experiences.
Everybody is born with different potential that
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 develops through their interaction with the various
environments to produce their current capabilities
and talents. Then is important the fact, that among
various students of the same age, there are
important differences in cognitive abilities, such as
linguistic and spatial aptitudes or the ability to
work with symbolic quantities, as well as in
emotional, cultural, and motivational
characteristics. This principle of good learning was
not easy to integrate into our experiment, because
chosen teachers didn't know as much they can
about students, about their learning style,
individual predispositions, etc. Students with
various learning styles often need a range of
opportunities to demonstrate their knowledge and
skills. As an example, we can mention from the
didactical observation that some students achieved
excellent outcomes when they work under
pressure, while the performance of others is
significantly diminished by time constraints.
5. Motivation – students’ motivation to learn affects
what is learned, how much is learned, what's the
quality of knowledge, its usability in solving new
problems, and how much effort will be put into the
learning process. Motivation can be extrinsic - to
get a good grade on a test or to be accepted by a
good college, or intrinsic - to satisfy own curiosity
or to master challenging material. Teachers in our
researches had key points on how to evoke
motivation to the learning process and how to
better involve students in the curriculum. Much
researches and also from observations of our
research activities was revealed different
connections between learners’ beliefs about their
own abilities and their success in learning about
that discipline.
6. Situated Learning – the activities in which students
engage while learning shape what is learned. When
students learn new information, they learn both
theoretical knowledge and a set of practical skills
but only in a theoretical way as we see in these
days. Teachers can engage students by activating
interesting specific or non-specific problems that
can be used in different situations by drawing upon
real-world exercises. Teachers in our experiment
scenarios had some well-prepared problems to
solve with students in lessons. Game-based
learning tools in various forms can be used to bring
real-world contexts into the classroom.
7. Learning Communities - the necessary learning
outcome can be enhanced through socially
supported interactions. The learning process can be
enhanced when students have the opportunity to
interact and collaborate with other students in
various ways, not only in the face to face form. Our
research activities were supported by the
discussion about learning outcomes with the
teacher and by another student from the whole
students' grade. [3]
These seven principles we can imagine as a cone of
experience created by Edgar Dale. Origin Dale’s visual
model is composed of eleven stages that starting from
concrete experiences at the bottom of the cone then it
becomes more and more abstract as it reaches the peak of
the cone (fig. 1). Different researchers with the findings of
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Dale’s created a more suited model than others to create a
sustainable learning experience. [4]
Figure 1. The revised version of cone of learning [4]
According to Kaufer the most effective learning
involves recruiting multiple regions of the brain for the
learning task. These areas of the brain are associated with
such functions as memory, the various senses, volitional
control, and higher levels of cognitive functioning. The
active learning process consists of cognitive functions that
are associated with the lower levels of Bloom's taxonomy
such as understanding and remembering knowledge. [5]
Key Learning Principles exists in accordance with the
cognitive abilities and learning process:
Ø Students learn in the best way when they organize
or categorize their new knowledge.
Ø The learning process could be improved when new
information and learning outcome is made
meaningful for students.
Ø The process of repeating and consolidation of
knowledge with simple mnemonic techniques can
be extremely effective.
Ø Various learning testing tools encourage learning
and can be used as a learning strategy, not just a
final assessment.
Ø The divide of long-term tasks into short-term could
help students learn continuously and avoid to learn
under the pressure and in the last-minute
cramming. [6]
According to Dale's cone (fig. 1) we could divide the
learning process into top-down (passive) and bottom-up
(active) processing of learning. The results of some
researches shown that strong memories by students may
depend on "top-down processing of learning," in which
students select and elaborate on what they perceive,
actively shaping their learning as it takes place. (This
result is related to Kaufer's point that the learning process
is more effective when the student engages various brain
areas responsible for volition and executive function as
well as for memory.) The next learning process "Bottom-
up processing of learning" allowing perceptions to occur
and hoping to automatically construct a field of
knowledge from them is more commonly tried, but far
less effective; it tends to result in weaker memories.
Students would remember information better when
something is meaningful to them. [6]
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 According to theories of the learning process and lots of
researches outcomes, the learning process supporting by
game-based learning is one of the most useful pedagogical
concepts. Virtual learning tools in the way of computer
simulations with detailed instructional content, together
with electronic materials in the way of multimedia
textbooks partly integrated into the electronic course by
LMS Moodle, were used in the research.
Game-based learning tools in combination with a
blended learning approach could speed up the process of
transforming knowledge and making it possible to see
new concepts/theories that cannot be observed in a real
experiment.
A suitable implementation of game-based learning
design elements to the process of education is necessary in
the game research in order to fully capture what games
have to offer for learning. Computer simulations that we
used in our research activities were well-chosen according
to these recommendations. Elements of game-based
learning tools engage on different levels of students’
knowledge, esp. in the cognitive, affective, behavioural,
and sociocultural sphere, and achieve good results in the
learning process.
Different learning methods of engagement are
facilitated through design features that result in a playful
experience, as shown at the top of figure 2. In this way,
game-based learning tools are a unique genre to
implement existing models of learning, and playfulness
adds a dimension to these existing models. [7, 8, 9]
Figure 2. Framework of game-based learning tools [7]
With the good created game-based framework and
suitable learning methods have the teacher's outstanding
power on how to teach students how to think, solve
problems, and to create new ones. The understanding
gained knowledge is certainly necessary by the learning
process, but what good is it if students don’t remember?
How many students learn any other languages and what
the situation if they no longer use? Computer simulations
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that we used often created associations with the new
knowledge and the knowledge that students already knew.
The process of associations is most effective with the
visual images. There is a good neurophysiological reason
why images are so effective. The brain devotes vastly
more neuronal resources to vision than to hearing.
Another indicator of vision’s superior capability is the fact
that there are about one million nerve fibres in the nerve
coming from one eye but only about 30,000 fibres coming
from one ear. And the number of neurons devoted to
understanding language is one small zone not much larger
than a quarter, while the whole back of the brain is
devoted to vision and much of the right hemisphere is
devoted to geometric and spatial relationships. Therefore,
is necessary that teachers change the role of learning,
supported the talk by drawing something. [10, 11]
II. BLENDED LEARNING AND NIEMIERKO’S TAXONOMY
OF COGNITIVE ABILITIES
Blended learning is primarily based on a combination
of e-learning and face to face learning with the support of
ICT tools. According to Singh, there are several possible
combinations of blended learning, in line with the gradual
penetration of modern technologies into the learning
process:
1. A combination of off-line (teaching takes place in
traditional learning conditions) and on-line
(teaching takes place via the Internet and Intranet)
education.
2. Combination of learning at one's own pace
(teaching takes place individually, according to the
needs and requirements of the student) and learning
through cooperation (teaching takes place in the
form of dynamic communication between several
students).
3. A combination of structured (teaching takes place
according to the planned study program) and non-
structured (teaching is based on informal meetings,
spontaneous exchanges of views in personal
contacts, or via e-mail) teaching.
4. A combination of general content and content
specific to the individual learner or group.
5. Combination of learning, simulation of practice
and direct practical performance. [12]
Blended learning uses a number of teaching methods
that can effectively influence the educational process,
thanks to which the educational process becomes flexible
and free.
We agree with Kopecký, who perceives blended
learning as a combination of a great teacher who has
digital competencies with an excellent textbook in the
form of an electronic course with direct social contact in
the classroom. [13]
Research results presented in this paper conducted with
an understanding level of student’s knowledge. The
understanding of the selected curriculum is mainly to
perceive the meaning, grasp the idea, and comprehend the
meaning. The teacher has to be active by the student’s
new knowledge which is related to the previously
acquired knowledge. Niemierko’s taxonomy of
understanding knowledge is related to these keywords:
convert, estimate, extend, generalize, rewrite, summarize,
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translate, predict, paraphrase, explain, and give an Computer simulations and the multimedia textbooks
example. [14] integrated into the electronic course by LMS Moodle are
Realized researches were focused on the 2nd phase of used for two pieces of research focused on understanding
Niemierko’s taxonomy of learning outcome – the curriculum and consolidation of knowledge:
understanding and consolidation knowledge.
A. Research #1 used these kind of virtual learning tools:
III. RELATED WORKS Ø Multimedia textbook of physics I (fig. 3)
Especially this year there are lots of research activities
towards computer simulations in distance education.
Generally, the point of many research results is to increase
the level of knowledge in all levels of Niemierko’s
taxonomy. Not all research outcomes used the taxonomy
of Niemierko but the results of research activities in the
second stage were quite similar. The research results are
divided into two groups.
A. Not statistically significant differences in learning
outcomes
Ajredini et al. (2014) research results showed that
there is no significant difference between the knowledge
acquired through learning supported by real experiments
and the one through learning supported by computer Figure 3. Preview of Multimedia textbook of Physics I [23]
simulations. [15]
B. Statistically significant differences in learning Ø Electronic course by LMS Moodle course (fig. 4)
outcomes
In these researches, computer simulations improve
learning outcome:
Jimoyiannis and Komis (2001) proved a positive effect
of computer simulations on students’ results. [16]
Zacharia and Anderson (2003) gained by research the
positive impact of computer simulations on student’s
understanding. [17]
Zacharia (2007) and Sarabando (2014, 2016) in the next
research activity showed that the use of computer Figure 4. Preview of electronic course by LMS Moodle
simulations appears to make easier student’s conceptual
understanding. [18, 19, 20]
B. Research #2 used various virtual learning tools:
Pfefferová (2015) proved that computer simulations in
the teaching process can positively influence students’ Ø the computer simulation of the Induction coil
achievements. [21] Ø the computer simulation of Magnetic Field of a
Kocijancic (2009) came to a similar conclusion in his Straight Current-Carrying Wire (fig. 5)
research as the other authors and he focused his research
on the analysis of the attitudes and views of students to the
application of virtual experiments, which were integrated
at the beginning of the lesson. [22]

IV. COMPUTER SIMULATIONS AND RESEARCH

METHODOLOGY
Various computer simulations with blended learning are
created in different areas to improve educational outcomes
by students. Modern learning tools offer several
advantages features in relation to the user:
Ø visualization, facilitating the imagination of the
phenomenon and shortening the learning process Figure 5. Computer simulation of Magnetic Field of a Straight
by using renewing remembering previous Current-Carrying Wire [24]
knowledge;
Ø computer simulations of phenomena, principles of Ø the computer simulation of Electromagnet;
various processes often create a model of real Ø the computer simulation of Direct Current
process behaviour based on different input values, Electrical Motor;
Ø user-computer interaction, especially through the Ø the computer simulation of Generator (fig. 6).
use of the multimedia application.

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Figure 6. Computer simulation of Generator [25]
These two pieces of research were used with the
support of real remote experiments by which student’s
explored basic characteristics of mechanics in the
research#1 and the basis of electromagnetic induction in
research#2 in the learning process.
Students were selected to the control and experimental
groups by random selection by researchers. During the
pedagogical experiment, we eliminated the "Hawthorne
effect", which according to Turek refers to a condition in
which a student who is in the experimental group could
perform better learning outcomes. Therefore, the students
of the individual groups did not know which group they
were in, nor were they informed about the implementation
of the pedagogical experiment. The sample of students in
research#1 was 225 and research#2 was 93 students. [26]
The main hypothesis in both of the research was very
similar: Students of the experimental group taught by the
proposed teaching methodology will achieve higher
performance in the cognitive area focused on
understanding the curriculum and consolidation of
knowledge at the end of the pedagogical experiment than
students taught in the traditional way.
V. RESULTS OF THE PEDAGOGICAL EXPERIMENT
In the research#1 we achieved the result follows: the
value of the test statistics Z = 2.04375 and the probability
value p = 0.038932. The probability value is p <0.05, the
difference between the observed groups are statistically
significant. (fig. 7).
Figure 7. Research#1 in understand the curriculum and consolidation
of knowledge
From the results obtained in post-test, we can conclude
that the students of the control groups (CG) achieved an
average number of 4.8 points (68.13%) and the
experimental group (EG) students achieved an average
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number of 5.3 points (72.56%). The difference in
remembering knowledge between the groups was 7.13%.
As we mentioned above students want extra materials
for the subject they learned, and multimedia textbooks
partly integrated into the LMS MOODLE (not only in text
form but also with suitable computer simulations) gave a
positive contribution to the level of consolidation of
knowledge.
We agree with Ornstein and Hunkins that it is most
important to involve not only the appropriate learning
tools but also the teacher itself in achieving the end result
in the cognitive field. [27]
In research#2 the significance of differences in the
results of didactic post-tests of understanding the
curriculum and consolidation of knowledge, which was
gained from students in control and experimental groups,
was evaluated by student’s two-sample test by equal
variances as follows: t stat = 4,58 > t krit (1) = 1,66 on the
level of significance P (T<=t) (1) = 0,000015 < 0,05. The
evaluation of acquired results from the final didactic test
showed that the results of students in the groups are
statistically significantly different (fig. 8).
Figure 8. Research#2 in understand the curriculum and consolidation
of knowledge
From the results obtained in post-test, we can conclude
that the students of the CG achieved an average number of
4.1 points (65 %) and the EG students achieved an
average number of 5.2 points (85 %). The difference in
understand the curriculum and consolidation of
knowledge between the groups was 20 %.
According to research outcomes, we confirmed others
researches that a suitable combination of multimedia
textbooks and computer simulations contributes to a better
understanding of the curriculum and consolidation of
knowledge. We believe that the learning outcomes of the
students in experimental groups compared to the students
in control groups were influenced by the computer
simulations which through their vividness create a higher
degree of knowledge with regard to understanding.
VI. CONCLUSION
The purpose of this paper was to show that computer
simulations and blended learning could be an effective
alternative in specific subjects on universities' study in the
acquisition of understanding curriculum and knowledge
consolidation. The students in experimental groups
expressed positive attitudes toward the use of computer
simulations. The majority of students told that learning
with the support of various computer simulations
motivates to study often "boring" subjects of physics and
increased their interest in these kind subjects.
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 Both in research#1 and research#2 was the post-test
results demonstrate that computer simulations with the
suitable combination of learning texts partly integrated
into multimedia textbooks significantly increase the
understanding curriculum and consolidation of knowledge
by students in the subject of Mechanism and
Electromagnetic induction. The basis for a good
understanding of physical phenomena and principles is
memorized knowledge, which is consolidated and fixed in
memory by the influence of blended learning. The
research#1 showed that a statistically significant
difference between the groups, but when looking at the
deviation of the probability value p from the statistical
limit of 0.5 was minimal. However, we must add that the
research did not address the direct comparison between
real experiments and computer simulations, but only the
impact of blended learning in the field of understanding
curriculum and consolidate knowledge. Therefore, we
cannot even reject the research of Ajredini et al. (2014).
However, we can draw a clear conclusion from the
research that the appropriate incorporation of experiments
(whether real or virtual) increases the level of
understanding of the curriculum in students, and omitting
this factor can lead to misunderstanding, resp.
misinterpretation of the already remembered curriculum,
which has a direct connection and a significant impact on
the transfer of knowledge. [15]
For future research interests, we had created a suitable
interactive learning environment that consists of available
computer simulations with appropriate learning texts
partly integrated into LMS Moodle. Our main effort will
be on creating computer simulations consists of game-
based learning principles that could be more attractive to
students to support their other senses and metacognition.
ACKNOWLEDGMENT
The work was in part funded by the grant KEGA
011UCM-4/2018 The impact of serious games on the
cognitive process, and the grant APVV-17-0116
Algorithm of collective intelligence: Interdisciplinary
study of swarming behaviour in bats.
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