1

Tonya Holladay
EDET 780
May 18th, 2016
Critique 1
Rieber, L. P., Tzeng, S.-C., & Tribble, K. (2004). Discovery learning, representation, and
explanation within a computer-based simulation: finding the right mix. Learning and Instruction,
14, 307-323. Retrieved from
http://steinhardtapps.es.its.nyu.edu/create/courses/2015/reading/rieber.pdf

Introduction
The purpose of Discovery learning, representation, and explanation within a computer-based
simulation: finding the right mix is the investigation of enhancing referential processing in
learning using a computer-based simulation. Referential processing is the method by which the
brain creates connections between non-verbal information (visual, spatial, or audio) and verbal
information such as language and text (Rieber, Tzeng, & Tribble, 2004, p. 309). In this study, the
researchers tested fifty two college students enrolled in a computer education course, and were
on average 21.6 years of age (Rieber, Tzeng, & Tribble, 2004, p. 310). Each of the participants
interacted with a computer-based simulation designed to teach Newtons laws of motion. During
the course of the simulation, the participants were able to interact and control a two dimensional
ball with objectives to reach specific targets by manipulating the balls trajectory.
During the course of the simulation, the participants were expected to control the ball
with consideration to magnitude and other forces such as gravity and friction. They completed
thirty trials with increasing difficulty, and after each trial were given feedback on their responses.
The computer provided this feedback in one of two ways: Textual form consisting of numerical
readouts of screen positions, target locations, and formulae or graphical form that provided

participants with illustrations of their results. Once the thirty trials were complete, a post-test was
given with twenty test questions to measure the participants understanding of the Newtonian
motion principles (Rieber, Tzeng, & Tribble, 2004, p. 311).
The researchers found the participants given the graphical feedback scored higher in the
game than those given textual feedback. They conclude that the participants implicit learning
was facilitated with the graphical feedback system more than the textual feedback (Rieber,
Tzeng, & Tribble, 2004, p. 316). Moreover, participants that were given the textual feedback
system were increasingly prone to frantic clicking due to increase disorientation in interactivity
(Rieber, Tzeng, & Tribble, 2004, p. 321). This was the result of frustration experienced by the
participants when having to learn from numerical values instead of graphical information.
The limitations of the study is the assumption that various representations of information
can lead to various results lending to higher scoring participants, rather than the graphical
feedback being the causation. The researchers wanted to match the tasks to the appropriate
feedback system, and visual representations were the most suitable. This matching of suitable
material to feedback system was surprisingly different than the preference of advanced physics
students who preferred the textual feedback, because they could understand the output. The
researchers believe this to be due to a need for an increasing challenge as they develop their own
creative strategies (Rieber, Tzeng, & Tribble, 2004, p. 320).
The implications suggest that the use of computer-based simulations provide powerful
means of facilitating referential processing (Rieber, Tzeng, & Tribble, 2004, p. 321).
Researchers conclude that the use of a multimedia feedback system encourages and effectively
guides students to learn, self-motivate, and be creative in their responses. A connection between

imagery and motivation is supported in this study, and future research can gain from that
connection.
As the researcher, I would concentrate on imagery in computer-based simulations and
three dimensional gaming, and how the Six Cs of motivations is interpreted by the gaming
industry as powerful motivators for success. Feedback is an essential communication tool for
students learning a multitude of subjects, and if that feedback can be well translated through
technology leading to improved motivation and achievement, it should be well implemented.

Critique
The purpose of this study is well-articulated for the audience. It is clearly stated in the
abstract and in the introduction with further explanation: The purpose of this study was to
investigate ways to facilitate or enhance referential processing as a user interacts with a computer
simulation (Rieber, Tzeng, & Tribble, 2004, p. 309). This was consistent throughout the study
as a meaningful and purposeful target in their design, responses, and implementation of the
study. The results of the study clearly are connected to the proposed purpose with clear
explanations of the studies response to learners referential processing based on the type of
feedback system.
The references used by this study are numerous and varied, but all have relevant
information regarding: learning in multimedia, mental imagery in psychology, psychology of
learning, design of instruction, cognition and knowledge building, the role of feedback in
simulations and learning, dual coding, and cognitive load theory. All of the sources were
incorporated using the appropriate information and did not feel, at any point, like filler.

The author of the paper was well-articulated and precise with word choices. The study
was easy to understand with great use of advanced organizers, diagrams and charts. The use of
these deems it plausible for a wide audience to understand, but the terminology would keep it
interesting for a more knowledgably review.
Referential processing is one of the key components in the dual-coding theory in memory
encoding. The study was conducted with the dual-coding theory as a guide, because it suggests
that the mind processes verbal and non-verbal information separately. The feedback in the study
was designed to provide the participants with one of these processes verbal process was
delivered through a textual system and the non-verbal through a graphical system. According to
this theory, information that is processed using both systems doubles the chance for memory
encoding and retrieval of information (Rieber, Tzeng, & Tribble, 2004, p. 318).
In addition, the researchers concede that while the basis of the study was dual-coding
theory, that cognitive load theory offers complimentary theoretical framework (Rieber, Tzeng,
& Tribble, 2004, p. 319). This theory suggests that working memory can only process a certain
amount of information and once that amount has been met, then information can no longer be
stored. Due to the nature of the information, physics, learned by the participants, there is high
probability that only so much of the information was successfully processed. Rieber, Tzeng, &
Tribble (2004) offers that brief multimedia explanations of information during the simulation
help alleviates some overload, helping the learner organize and process information more
efficiently (p. 319).
The group research I am participating applies in regards to how feedback is represented
and provided to learners. Our group research focuses on flipped classrooms that incorporate
technology into the students daily learning experiences. Feedback in many assignments can be

received through digital interfaces, and if applicable, a graphical feedback system maybe the best
option to encourage improvement and enhance motivation.
Conclusion
As someone with great interest in learning through multimedia mediums, especially
simulations and gaming, the study provided essential information on motivation gained in these
mediums. As the gaming industry grows, more potential learners are accessing information
through various developers of digital output. Connections between concepts can be more easily
assessed and created by exploring and experiencing virtual environments and through active
interaction of actual mechanics. This study approached a very essential and important aspect of
information output that is assessed by learners and that is how the learner interprets their success
and what motivates them to continue to improve. Feedback is essential in encouraging progress,
and if that feedback can be delivered more effectively visually than verbally, that is important for
the future designs.