Cooperative Group Learning in Undergraduate Neuroscience: Using Simulations to Complement Problem-Solving Assignments

The incorporation of active learning improves student learning and persistence compared to traditional lecture-based teaching. However, there are numerous active learning strategies and the degree to which each one enhances learning relative to other techniques is largely unknown. I analyzed the effectiveness of the addition of simulations to cooperative group problem-solving assignments in an undergraduate 400-level neurobiology course. One section of the course carried out group problem-solving alone, whereas the other section used neuroscience simulations (Neuronify) as part of the problem-solving assignments. Overall, both groups of students learned course concepts effectively and did not differ in their performance on exams or specific exam questions related to the assignments. Students perceived that the assignments and simulations were helpful in their understanding of course material but did not overwhelmingly recommend including simulations in the future. Students using simulations were more likely to report gaining experience with experimental design, and this may be an effective way to build scientific reasoning in non-laboratory courses. However, student frustration with technology was the primary reason that students reported dissatisfaction with the simulations. Overall, cooperative group problem-solving with or without simulations is very effective at helping students learn neuroscience concepts.