Undergraduate Research and Creative Activities Journal

The purpose of this study is to compare the efficacy of two learning methods: the traditional slideshow method of disseminating information (control group) versus the usage of guided digitalsimulations (experimental group). Two hypotheses are proposed: interactivity hypothesis and distraction hypothesis. The distraction hypothesis predicts that the control group will learn better whilethe interactivity hypothesis predicts that the experimental group will learn better. The results showed no significant difference between the groups on transfer-scores, and the control group rated the learning activity as more enjoyable and easier than did theexperimental group. The results partially support the distraction hypothesis.