C.D. Hulshof

Using just-in-time information to support scientific discovery learning in a computer-based simulation

Students encounter many obstacles during scientific discovery learning with computer-based simulations. It is hypothesized that an effective type of support, that does not interfere with the scientific discovery learning process, should be delivered on a “just-in-time” base. This study explores the effect of facilitating access to knowledge and skills through just-in-time information. An experiment was conducted in which a group of students who worked with a computer simulation on geometrical optics had access to “information tips” during learning. Performance of this group was compared with that of a group who had no access to information tips. Results showed that the first group showed a better learning gain than the second group. The implications of the results are shortly discussed.

ZAPs: Using Interactive Programs for Learning Psychology.

ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach that is offered invites students to engage in subject matter through exploration, experience, and discovery of psychology. In an empirical study the effectiveness of different ZAPs for teaching psychology was examined. A group of students who worked with complete ZAPs was compared to a control group who worked with a ZAP from which the “activity” component was removed. Posttest results showed that the control group outperformed the experiment group. However, on a retention test the differences between the groups disappeared. The results show that, in the long run, relatively good learning effects may be expected from working with ZAPs.

The ZAP project: designing interactive computer tools for learning psychology

In the ZAP project, a set of interactive computer programs called ‘ZAPs’ was developed. The programs were designed in such a way that first‐year students experience psychological phenomena in a vivid and self‐explanatory way. Students can either take the role of participant in a psychological experiment, they can experience phenomena themselves, or they can take the role of researcher and learn by discovery. ZAPs provide added value to existing learning materials about psychological topics and can elicit experiential and discovery learning activities. This article discusses the practical and theoretical considerations that underlie the design and structure of ZAPs and provides guidelines for their practical application in different educational settings.

Psychologists' judgements of diagnostic activities: Deviations from a theoretical model

In this article, we describe an investigation into the diagnostic activities of practicing clinical psychologists. Two questionnaires were filled in by 313 psychologists. One group of psychologists (N = 175) judged the necessity of diagnostic activities; the other group (N = 138) selected the activities they would actually perform. Results showed that more participants thought that diagnostic activities were necessary than there were participants who intended to actually perform those activities. Causal analysis, by generating and testing diagnostic hypotheses to form an integrated client model with an explanation for the problem, was judged least necessary and would not be performed. We conclude that a discrepancy exists between the number and types of activities psychologists judged to be necessary and they intend to actually perform. The lack of attention for causal analysis is remarkable as causal explanations are crucial to effective treatment planning.