Designing Interactive Learning Environments to Support Learners’ Understanding in Complex Domains

Abstract: This dissertation focuses on the design of interactive learning environments (ILEs) to support learning in complex domains. Previous research efforts in this field indicate that we lack a well-articulated design framework with sufficient detail to take us from a socially-situated, problem-based, collaborative learning perspective to the design of a particular learning environment for a particular subject domain. A central question on which I focus in this dissertation is how interactive learning environments should be designed to successfully handle the requirements of supporting learning in complex domains. I am proposing a general approach that might best be characterized as socially situated, problem-oriented learning in authentic and collaborative settings. This design framework is based on an experiential, problem-based and decision-based learning perspective.The present work explores how the integration of modelling tools, construction kits and system dynamics simulations is a powerful combination for the design of a new kind of complex task environment for modelling and simulating real-life phenomena for learning in complex domains. The particular emphasis within this research is on how these types of technologies and collaborative learning approaches can support the design, development and implementation of learning environments to provide multiple representations to help learners understand deep, underlying complex problems.Relevant theories of learning, complexity and social organization are described at the beginning of this thesis, in order to develop an initial integrated theoretical framework for learning about complex domains. Thereafter, empirical results from the interactive learning environments that have been developed in accordance with that theoretical framework are illustrated and discussed. These results are based on a collection of articles that have been published in a number of refereed international conference proceedings and scientific journals. The thesis concludes by presenting general design principles for the implementation of ILEs for complex domains, a discussion about the methods used and directions for future research in this field.The findings presented in this thesis indicate that the suggested approach for designing ILEs to support learning about complex domains was a successful innovation in which learning in and about a complex domain progressed and advanced through activities involving construction, modelling and simulation. Learners collaborated in meaningful and engaging ways through active experimentation, in this case by modelling and designing with the construction kits and by interacting with simulations using system dynamics. This combination is an effective way to learn about complex problems, and appears to be more effective than traditional classroom instruction or to learning only using interactive simulations without collaborative modelling and construction activities.The results of these activities suggest that learning by modelling and learning with models should be combined, within the larger context of lifelong learning, for the design of meaningful learning activities to support learning in and about complex domains. From a design perspective, interactive learning environments should be designed to provide learners with symbolic elements that allow them to develop a common background within their discourse. These symbols become something specific about which learners can talk and speculate. Furthermore, activities in these learning environments can engage learners in processes that involve authentic scientific investigation, such as inferring, making predictions, observations, assessing and explanations that give a solid background that support their communication.