Tomi Jaakkola

Computer-based simulations and tools in STEM learning, Inquiry-based learning, situational interest in STEM

Jaakkola, T. & Veermans, K. (2020). Learning electric circuit principles in a simulation environment with a single representation versus “concreteness fading” through multiple representations. Computers & Education. http://dx.doi.org/10.1016/j.compedu.2020.103811

Veermans, K., & Jaakkola, T. (2019). Pedagogy in Educational Simulations and Games. In Cai, Y., van Joolingen, W. & Walker, Z. (Eds.) VR, Simulations and Serious Games for Education. Gaming Media and Social Effects (pp. 5-14). Springer. 

Rodriguez-Aflecht, G., Jaakkola, T., Pongsakdi, N., Hannula-Sormunen, M., Brezovszky, B. & Lehtinen, E. (2018). The development of situational interest during a digital mathematics game. Journal of Computer Assisted Learning, 34(3), 259-268. http://dx.doi.org/10.1111/jcal.12239

Jaakkola, T. & Veermans, K. (2018). Exploring the effects of concreteness fading across grades in elementary school science education. Instructional Science, 46(2), 185-207. http://dx.doi.org/10.1007/s11251-017-9428-y

Jaakkola, T. & Veermans, K. (2015). Effects of abstract and concrete simulation elements on science learning. Journal of Computer-Assisted Learning, 31(4), 300-313. http://dx.doi.org/10.1111/jcal.12089.

Tapola, A., Jaakkola, T. & Niemivirta, M. (2014). The influence of achievement goal orientations and task concreteness on situational interest. The Journal of Experimental Education, 82(4), 455-479. http://dx.doi.org/10.1080/00220973.2013.813370.

Jaakkola, T., Nurmi, S. & Veermans, K. (2011). A comparison of students’ conceptual understanding of electric circuits in simulation only and simulation-laboratory contexts. Journal of Research in Science Teaching, 48(1), 71-93. http://dx.doi.org/10.1002/tea.20386