Impact of interactive simulations on learning biology in high school classrooms

Thesis Abstract

The rapid digitization of secondary education has elevated the use of interactive simulations as a potential catalyst for understanding complex biological concepts, yet empirical evidence of their effectiveness in high school biology remains inconsistent across contexts. This study addresses the problem by examining how interactive simulations influence conceptual understanding, procedural fluency, and scientific reasoning among upper-secondary biology students. The aim is to evaluate the impact of structured interactive simulations on learning outcomes and to identify mechanisms that mediate or moderate this impact. Specific objectives are (1) to compare learning gains in conceptual understanding of core topics (cell respiration, photosynthesis, genetics) between students exposed to interactive simulations and those receiving traditional instruction; (2) to assess changes in procedural fluency and lab-related inquiry skills; (3) to explore shifts in scientific reasoning and epistemic beliefs as measured by validated instruments; (4) to examine differential effects by student prior achievement, gender, and classroom organizational factors; and (5) to investigate teacher practices and perceptions related to implementation. The study adopts a quasi-experimental design with a mixed-methods approach grounded in social constructivism and cognitive load theory. The population comprises 24 public high schools within a metropolitan district, with a target sample of 48 intact biology classes (approximately 1,600 students) randomly assigned to an intervention group (n ? 24 classes) and a control group (n ? 24 classes). Data collection instruments include a validated biology conceptual inventory, a procedural skills rubric, the Lawson Classroom Test of Scientific Reasoning, and the Attitudes toward Science Survey, complemented by classroom observation protocols and teacher interview guides. Instrument validity and reliability are established through pilot testing (Cronbach’s alpha for scales ranging from 0.78 to 0.92) and inter-rater reliability checks for performance-based assessments (ICC > 0.80). Intervention fidelity is monitored via weekly teacher logs, monthly peer observations, and software analytics capturing time-on-task and interaction quality within the simulations. Data analysis employs a hierarchical linear modeling (HLM) framework to account for nested data (students within classes) and repeated measures across pre-, post-, and two-month follow-up assessments. Multiple regression analyzes isolate the contribution of the simulation exposure controlling for prior achievement, while ANOVA tests compare group means on learning outcomes. Thematic analysis of interview transcripts and observation notes uncovers contextual factors influencing implementation, with triangulation against quantitative results to illuminate mechanisms such as cognitive scaffolding, visualization of abstract processes, and collaborative inquiry. Expected findings include statistically significant gains in conceptual understanding and procedural skills for the intervention group, with moderate to large effect sizes (Hedges’ g ? 0.45–0.75) after controlling for covariates. Improvements in scientific reasoning scores and more positive attitudes toward biology are anticipated, particularly among students with moderate prior achievement. Variability in outcomes is expected to be explained by teacher fidelity, integration quality with the textbook and laboratory activities, and the availability of device infrastructure. The study contributes to knowledge by providing robust, contextually grounded evidence of how interactive simulations support high school biology learning, clarifying the relative importance of cognitive load management, representational fidelity, and collaborative discourse in digital learning environments. It also advances practical guidance for curriculum designers and teachers on selecting, integrating, and scaffolding simulations to maximize learning gains while mitigating disparities across student subgroups. The main conclusion posits that well-implemented interactive simulations yield meaningful, sustained improvements in both content mastery and scientific reasoning, when aligned with clear learning objectives and complemented by teacher-led facilitation and authentic lab tasks. Recommendations include (1) scalable professional development focused on instructional alignment and assessment integration; (2) investments in reliable device access and technical support; (3) provision of explicit scaffolds for inquiry-based tasks within simulations; and (4) development of evaluation frameworks that monitor long-term retention and transfer of knowledge to novel contexts.