Yildiz, RAtkins, M2025-05-102025-05-1019960007-101310.1111/j.1467-8535.1996.tb00717.xhttps://doi.org/10.1111/j.1467-8535.1996.tb00717.xhttps://hdl.handle.net/20.500.14720/8128The study investigated the cognitive impact of three different types of multimedia simulation (physical, procedural and process) for teaching the concept of energy to 14 year old students, A six cell design was used to control for gender and for three levels of prior achievement within a random sample of 36 students for each simulation, Pre and post-tests were administered, The results showed a significant, consistent cognitive gain for the physical simulation - a surrogate exploration of how electricity is made in a power station. Results for the procedural and process simulations revealed a more complex and varied pattern of interaction between type of simulation and student characteristics which can be linked to specific design features.eninfo:eu-repo/semantics/closedAccessThe Cognitive Impact of Multimedia Simulations on 14 Year Old StudentsArticle272Q1Q1106115WOS:A1996UN95300004