THE USE OF INTERACTIVE COMPUTER SIMULATIONS WITH REGARD TO ACCESS TO EDUCATION – A SOCIAL JUSTICE ISSUE

Abstract

This paper focuses on the use of interactive computer simulations as a way of making education accessible to everyone. Interactive Computer simulations are used to reduce the mental effort used in learning skills and knowledge. Data was collected from Grade 11 learners in physical sciences. The topic of study was geometrical optics. Learners using teacher-centred talk and chalk are compared with those using interactive computer simulations in a teacher-centred environment. The results show a large effect size of 0.84 for knowledge and 0.48 for skills in favour of the use of interactive computer simulations. These results are significant when using the t-test for the comparison of means at p = 0.05. It is on this backdrop that the paper argues that interactive computer interactions should be used to increase the three elements of social justice that is inclusion, relevance and democratic using the capability social justice theories as expounded by Tikly and Barrett (2011).