The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year

The impact of numerical simulation on concepts... | F1000Research "use strict";function _typeof(t){return(_typeof="function"==typeof Symbol&&"symbol"==typeof Symbol.iterator?function(t){return typeof t}:function(t){return t&&"function"==typeof Symbol&&t.constructor===Symbol&&t!==Symbol.prototype?"symbol":typeof t})(t)}!function(){var t=function(){var t,e,o=[],n=window,r=n;for(;r;){try{if(r.frames.__tcfapiLocator){t=r;break}}catch(t){}if(r===n.top)break;r=r.parent}t||(!function t(){var e=n.document,o=!!n.frames.__tcfapiLocator;if(!o)if(e.body){var r=e.createElement("iframe");r.style.cssText="display:none",r.name="__tcfapiLocator",e.body.appendChild(r)}else setTimeout(t,5);return!o}(),n.__tcfapi=function(){for(var t=arguments.length,n=new Array(t),r=0;r 3&&2===parseInt(n[1],10)&&"boolean"==typeof n[3]&&(e=n[3],"function"==typeof n[2]&&n[2]("set",!0)):"ping"===n[0]?"function"==typeof n[2]&&n[2]({gdprApplies:e,cmpLoaded:!1,cmpStatus:"stub"}):o.push(n)},n.addEventListener("message",(function(t){var e="string"==typeof t.data,o={};if(e)try{o=JSON.parse(t.data)}catch(t){}else o=t.data;var n="object"===_typeof(o)&&null!==o?o.__tcfapiCall:null;n&&window.__tcfapi(n.command,n.version,(function(o,r){var a={__tcfapiReturn:{returnValue:o,success:r,callId:n.callId}};t&&t.source&&t.source.postMessage&&t.source.postMessage(e?JSON.stringify(a):a,"*")}),n.parameter)}),!1))};"undefined"!=typeof module?module.exports=t:t()}(); dataLayer = dataLayer || []; // Standard GTM initialization - Google Consent Mode handles consent automatically (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl+ '>m_auth=hzk0Vc3qFsQYhCrIoHz68A>m_preview=env-1>m_cookies_win=x';f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer','GTM-MWFK8L5J'); ;window.NREUM||(NREUM={});NREUM.init={distributed_tracing:{enabled:true},privacy:{cookies_enabled:true},ajax:{deny_list:["bam.nr-data.net"]}}; ;NREUM.loader_config={accountID:"438030",trustKey:"438030",agentID:"772317073",licenseKey:"97f8f67f26",applicationID:"772317073"} ;NREUM.info={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net",licenseKey:"97f8f67f26",applicationID:"772317073",sa:1} ;/*! For license information please see nr-loader-spa-1.236.0.min.js.LICENSE.txt */ (()=>{"use strict";var e,t,r={5763:(e,t,r)=>{r.d(t,{P_:()=>l,Mt:()=>g,C5:()=>s,DL:()=>v,OP:()=>T,lF:()=>D,Yu:()=>y,Dg:()=>h,CX:()=>c,GE:()=>b,sU:()=>_});var n=r(8632),i=r(9567);const o={beacon:n.ce.beacon,errorBeacon:n.ce.errorBeacon,licenseKey:void 0,applicationID:void 0,sa:void 0,queueTime:void 0,applicationTime:void 0,ttGuid:void 0,user:void 0,account:void 0,product:void 0,extra:void 0,jsAttributes:{},userAttributes:void 0,atts:void 0,transactionName:void 0,tNamePlain:void 0},a={};function s(e){if(!e)throw new Error("All info objects require an agent identifier!");if(!a[e])throw new Error("Info for ".concat(e," was never set"));return a[e]}function c(e,t){if(!e)throw new Error("All info objects require an agent identifier!");a[e]=(0,i.D)(t,o),(0,n.Qy)(e,a[e],"info")}var u=r(7056);const d=()=>{const e={blockSelector:"[data-nr-block]",maskInputOptions:{password:!0}};return{allow_bfcache:!0,privacy:{cookies_enabled:!0},ajax:{deny_list:void 0,enabled:!0,harvestTimeSeconds:10},distributed_tracing:{enabled:void 0,exclude_newrelic_header:void 0,cors_use_newrelic_header:void 0,cors_use_tracecontext_headers:void 0,allowed_origins:void 0},session:{domain:void 0,expiresMs:u.oD,inactiveMs:u.Hb},ssl:void 0,obfuscate:void 0,jserrors:{enabled:!0,harvestTimeSeconds:10},metrics:{enabled:!0},page_action:{enabled:!0,harvestTimeSeconds:30},page_view_event:{enabled:!0},page_view_timing:{enabled:!0,harvestTimeSeconds:30,long_task:!1},session_trace:{enabled:!0,harvestTimeSeconds:10},harvest:{tooManyRequestsDelay:60},session_replay:{enabled:!1,harvestTimeSeconds:60,sampleRate:.1,errorSampleRate:.1,maskTextSelector:"*",maskAllInputs:!0,get blockClass(){return"nr-block"},get ignoreClass(){return"nr-ignore"},get maskTextClass(){return"nr-mask"},get blockSelector(){return e.blockSelector},set blockSelector(t){e.blockSelector+=",".concat(t)},get maskInputOptions(){return e.maskInputOptions},set maskInputOptions(t){e.maskInputOptions={...t,password:!0}}},spa:{enabled:!0,harvestTimeSeconds:10}}},f={};function l(e){if(!e)throw new Error("All configuration objects require an agent identifier!");if(!f[e])throw new Error("Configuration for ".concat(e," was never set"));return f[e]}function h(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");f[e]=(0,i.D)(t,d()),(0,n.Qy)(e,f[e],"config")}function g(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");var r=l(e);if(r){for(var n=t.split("."),i=0;i {r.d(t,{D:()=>i});var n=r(50);function i(e,t){try{if(!e||"object"!=typeof e)return(0,n.Z)("Setting a Configurable requires an object as input");if(!t||"object"!=typeof t)return(0,n.Z)("Setting a Configurable requires a model to set its initial properties");const r=Object.create(Object.getPrototypeOf(t),Object.getOwnPropertyDescriptors(t)),o=0===Object.keys(r).length?e:r;for(let a in o)if(void 0!==e[a])try{"object"==typeof e[a]&&"object"==typeof t[a]?r[a]=i(e[a],t[a]):r[a]=e[a]}catch(e){(0,n.Z)("An error occurred while setting a property of a Configurable",e)}return r}catch(e){(0,n.Z)("An error occured while setting a Configurable",e)}}},6818:(e,t,r)=>{r.d(t,{Re:()=>i,gF:()=>o,q4:()=>n});const n="1.236.0",i="PROD",o="CDN"},385:(e,t,r)=>{r.d(t,{FN:()=>a,IF:()=>u,Nk:()=>f,Tt:()=>s,_A:()=>o,il:()=>n,pL:()=>c,v6:()=>i,w1:()=>d});const n="undefined"!=typeof window&&!!window.document,i="undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self.navigator instanceof WorkerNavigator||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis.navigator instanceof WorkerNavigator),o=n?window:"undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis),a=""+o?.location,s=/iPad|iPhone|iPod/.test(navigator.userAgent),c=s&&"undefined"==typeof SharedWorker,u=(()=>{const e=navigator.userAgent.match(/Firefox[/\s](\d+\.\d+)/);return Array.isArray(e)&&e.length>=2?+e[1]:0})(),d=Boolean(n&&window.document.documentMode),f=!!navigator.sendBeacon},1117:(e,t,r)=>{r.d(t,{w:()=>o});var n=r(50);const i={agentIdentifier:"",ee:void 0};class o{constructor(e){try{if("object"!=typeof e)return(0,n.Z)("shared context requires an object as input");this.sharedContext={},Object.assign(this.sharedContext,i),Object.entries(e).forEach((e=>{let[t,r]=e;Object.keys(i).includes(t)&&(this.sharedContext[t]=r)}))}catch(e){(0,n.Z)("An error occured while setting SharedContext",e)}}}},8e3:(e,t,r)=>{r.d(t,{L:()=>d,R:()=>c});var n=r(2177),i=r(1284),o=r(4322),a=r(3325);const s={};function c(e,t){const r={staged:!1,priority:a.p[t]||0};u(e),s[e].get(t)||s[e].set(t,r)}function u(e){e&&(s[e]||(s[e]=new Map))}function d(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:"",t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:"feature";if(u(e),!e||!s[e].get(t))return a(t);s[e].get(t).staged=!0;const r=[...s[e]];function a(t){const r=e?n.ee.get(e):n.ee,a=o.X.handlers;if(r.backlog&&a){var s=r.backlog[t],c=a[t];if(c){for(var u=0;s&&u {let[t,r]=e;return r.staged}))&&(r.sort(((e,t)=>e[1].priority-t[1].priority)),r.forEach((e=>{let[t]=e;a(t)})))}function f(e,t){var r=e[1];(0,i.D)(t[r],(function(t,r){var n=e[0];if(r[0]===n){var i=r[1],o=e[3],a=e[2];i.apply(o,a)}}))}},2177:(e,t,r)=>{r.d(t,{c:()=>f,ee:()=>u});var n=r(8632),i=r(2210),o=r(1284),a=r(5763),s="nr@context";let c=(0,n.fP)();var u;function d(){}function f(e){return(0,i.X)(e,s,l)}function l(){return new d}function h(){u.aborted=!0,u.backlog={}}c.ee?u=c.ee:(u=function e(t,r){var n={},c={},f={},g=!1;try{g=16===r.length&&(0,a.OP)(r).isolatedBacklog}catch(e){}var p={on:b,addEventListener:b,removeEventListener:y,emit:v,get:x,listeners:w,context:m,buffer:A,abort:h,aborted:!1,isBuffering:E,debugId:r,backlog:g?{}:t&&"object"==typeof t.backlog?t.backlog:{}};return p;function m(e){return e&&e instanceof d?e:e?(0,i.X)(e,s,l):l()}function v(e,r,n,i,o){if(!1!==o&&(o=!0),!u.aborted||i){t&&o&&t.emit(e,r,n);for(var a=m(n),s=w(e),d=s.length,f=0;fn,p:()=>i});var n=r(2177).ee.get("handle");function i(e,t,r,i,o){o?(o.buffer([e],i),o.emit(e,t,r)):(n.buffer([e],i),n.emit(e,t,r))}},4322:(e,t,r)=>{r.d(t,{X:()=>o});var n=r(5546);o.on=a;var i=o.handlers={};function o(e,t,r,o){a(o||n.E,i,e,t,r)}function a(e,t,r,i,o){o||(o="feature"),e||(e=n.E);var a=t[o]=t[o]||{};(a[r]=a[r]||[]).push([e,i])}},3239:(e,t,r)=>{r.d(t,{bP:()=>s,iz:()=>c,m$:()=>a});var n=r(385);let i=!1,o=!1;try{const e={get passive(){return i=!0,!1},get signal(){return o=!0,!1}};n._A.addEventListener("test",null,e),n._A.removeEventListener("test",null,e)}catch(e){}function a(e,t){return i||o?{capture:!!e,passive:i,signal:t}:!!e}function s(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;window.addEventListener(e,t,a(r,n))}function c(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;document.addEventListener(e,t,a(r,n))}},4402:(e,t,r)=>{r.d(t,{Ht:()=>u,M:()=>c,Rl:()=>a,ky:()=>s});var n=r(385);const i="xxxxxxxx-xxxx-4xxx-yxxx-xxxxxxxxxxxx";function o(e,t){return e?15&e[t]:16*Math.random()|0}function a(){const e=n._A?.crypto||n._A?.msCrypto;let t,r=0;return e&&e.getRandomValues&&(t=e.getRandomValues(new Uint8Array(31))),i.split("").map((e=>"x"===e?o(t,++r).toString(16):"y"===e?(3&o()|8).toString(16):e)).join("")}function s(e){const t=n._A?.crypto||n._A?.msCrypto;let r,i=0;t&&t.getRandomValues&&(r=t.getRandomValues(new Uint8Array(31)));const a=[];for(var s=0;s {r.d(t,{Bq:()=>n,Hb:()=>o,oD:()=>i});const n="NRBA",i=144e5,o=18e5},7894:(e,t,r)=>{function n(){return Math.round(performance.now())}r.d(t,{z:()=>n})},7243:(e,t,r)=>{r.d(t,{e:()=>o});var n=r(385),i={};function o(e){if(e in i)return i[e];if(0===(e||"").indexOf("data:"))return{protocol:"data"};let t;var r=n._A?.location,o={};if(n.il)t=document.createElement("a"),t.href=e;else try{t=new URL(e,r.href)}catch(e){return o}o.port=t.port;var a=t.href.split("://");!o.port&&a[1]&&(o.port=a[1].split("/")[0].split("@").pop().split(":")[1]),o.port&&"0"!==o.port||(o.port="https"===a[0]?"443":"80"),o.hostname=t.hostname||r.hostname,o.pathname=t.pathname,o.protocol=a[0],"/"!==o.pathname.charAt(0)&&(o.pathname="/"+o.pathname);var s=!t.protocol||":"===t.protocol||t.protocol===r.protocol,c=t.hostname===r.hostname&&t.port===r.port;return o.sameOrigin=s&&(!t.hostname||c),"/"===o.pathname&&(i[e]=o),o}},50:(e,t,r)=>{function n(e,t){"function"==typeof console.warn&&(console.warn("New Relic: ".concat(e)),t&&console.warn(t))}r.d(t,{Z:()=>n})},2587:(e,t,r)=>{r.d(t,{N:()=>c,T:()=>u});var n=r(2177),i=r(5546),o=r(8e3),a=r(3325);const s={stn:[a.D.sessionTrace],err:[a.D.jserrors,a.D.metrics],ins:[a.D.pageAction],spa:[a.D.spa],sr:[a.D.sessionReplay,a.D.sessionTrace]};function c(e,t){const r=n.ee.get(t);e&&"object"==typeof e&&(Object.entries(e).forEach((e=>{let[t,n]=e;void 0===u[t]&&(s[t]?s[t].forEach((e=>{n?(0,i.p)("feat-"+t,[],void 0,e,r):(0,i.p)("block-"+t,[],void 0,e,r),(0,i.p)("rumresp-"+t,[Boolean(n)],void 0,e,r)})):n&&(0,i.p)("feat-"+t,[],void 0,void 0,r),u[t]=Boolean(n))})),Object.keys(s).forEach((e=>{void 0===u[e]&&(s[e]?.forEach((t=>(0,i.p)("rumresp-"+e,[!1],void 0,t,r))),u[e]=!1)})),(0,o.L)(t,a.D.pageViewEvent))}const u={}},2210:(e,t,r)=>{r.d(t,{X:()=>i});var n=Object.prototype.hasOwnProperty;function i(e,t,r){if(n.call(e,t))return e[t];var i=r();if(Object.defineProperty&&Object.keys)try{return Object.defineProperty(e,t,{value:i,writable:!0,enumerable:!1}),i}catch(e){}return e[t]=i,i}},1284:(e,t,r)=>{r.d(t,{D:()=>n});const n=(e,t)=>Object.entries(e||{}).map((e=>{let[r,n]=e;return t(r,n)}))},4351:(e,t,r)=>{r.d(t,{P:()=>o});var n=r(2177);const i=()=>{const e=new WeakSet;return(t,r)=>{if("object"==typeof r&&null!==r){if(e.has(r))return;e.add(r)}return r}};function o(e){try{return JSON.stringify(e,i())}catch(e){try{n.ee.emit("internal-error",[e])}catch(e){}}}},3960:(e,t,r)=>{r.d(t,{K:()=>a,b:()=>o});var n=r(3239);function i(){return"undefined"==typeof document||"complete"===document.readyState}function o(e,t){if(i())return e();(0,n.bP)("load",e,t)}function a(e){if(i())return e();(0,n.iz)("DOMContentLoaded",e)}},8632:(e,t,r)=>{r.d(t,{EZ:()=>u,Qy:()=>c,ce:()=>o,fP:()=>a,gG:()=>d,mF:()=>s});var n=r(7894),i=r(385);const o={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net"};function a(){return i._A.NREUM||(i._A.NREUM={}),void 0===i._A.newrelic&&(i._A.newrelic=i._A.NREUM),i._A.NREUM}function s(){let e=a();return e.o||(e.o={ST:i._A.setTimeout,SI:i._A.setImmediate,CT:i._A.clearTimeout,XHR:i._A.XMLHttpRequest,REQ:i._A.Request,EV:i._A.Event,PR:i._A.Promise,MO:i._A.MutationObserver,FETCH:i._A.fetch}),e}function c(e,t,r){let i=a();const o=i.initializedAgents||{},s=o[e]||{};return Object.keys(s).length||(s.initializedAt={ms:(0,n.z)(),date:new Date}),i.initializedAgents={...o,[e]:{...s,[r]:t}},i}function u(e,t){a()[e]=t}function d(){return function(){let e=a();const t=e.info||{};e.info={beacon:o.beacon,errorBeacon:o.errorBeacon,...t}}(),function(){let e=a();const t=e.init||{};e.init={...t}}(),s(),function(){let e=a();const t=e.loader_config||{};e.loader_config={...t}}(),a()}},7956:(e,t,r)=>{r.d(t,{N:()=>i});var n=r(3239);function i(e){let t=arguments.length>1&&void 0!==arguments[1]&&arguments[1],r=arguments.length>2?arguments[2]:void 0,i=arguments.length>3?arguments[3]:void 0;return void(0,n.iz)("visibilitychange",(function(){if(t)return void("hidden"==document.visibilityState&&e());e(document.visibilityState)}),r,i)}},1214:(e,t,r)=>{r.d(t,{em:()=>v,u5:()=>N,QU:()=>S,_L:()=>I,Gm:()=>L,Lg:()=>M,gy:()=>U,BV:()=>Q,Kf:()=>ee});var n=r(2177);const i="nr@original";var o=Object.prototype.hasOwnProperty,a=!1;function s(e,t){return e||(e=n.ee),r.inPlace=function(e,t,n,i,o){n||(n="");var a,s,c,u="-"===n.charAt(0);for(c=0;c 2?n-2:0),o=2;o {r(A[T],e,w),r(E[T],e,w)})),r(l._A,"fetch",y),t.on(y+"end",(function(e,r){var n=this;if(r){var i=r.headers.get("content-length");null!==i&&(n.rxSize=i),t.emit(y+"done",[null,r],n)}else t.emit(y+"done",[e],n)})),t}const O={},j=["pushState","replaceState"];function S(e){const t=function(e){return(e||n.ee).get("history")}(e);return!l.il||O[t.debugId]++||(O[t.debugId]=1,s(t).inPlace(window.history,j,"-")),t}var P=r(3239);const C={},R=["appendChild","insertBefore","replaceChild"];function I(e){const t=function(e){return(e||n.ee).get("jsonp")}(e);if(!l.il||C[t.debugId])return t;C[t.debugId]=!0;var r=s(t),i=/[?&](?:callback|cb)=([^&#]+)/,o=/(.*)\.([^.]+)/,a=/^(\w+)(\.|$)(.*)$/;function c(e,t){var r=e.match(a),n=r[1],i=r[3];return i?c(i,t[n]):t[n]}return r.inPlace(Node.prototype,R,"dom-"),t.on("dom-start",(function(e){!function(e){if(!e||"string"!=typeof e.nodeName||"script"!==e.nodeName.toLowerCase())return;if("function"!=typeof e.addEventListener)return;var n=(a=e.src,s=a.match(i),s?s[1]:null);var a,s;if(!n)return;var u=function(e){var t=e.match(o);if(t&&t.length>=3)return{key:t[2],parent:c(t[1],window)};return{key:e,parent:window}}(n);if("function"!=typeof u.parent[u.key])return;var d={};function f(){t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}function l(){t.emit("jsonp-error",[],d),t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}r.inPlace(u.parent,[u.key],"cb-",d),e.addEventListener("load",f,(0,P.m$)(!1)),e.addEventListener("error",l,(0,P.m$)(!1)),t.emit("new-jsonp",[e.src],d)}(e[0])})),t}var k=r(5763);const H={};function L(e){const t=function(e){return(e||n.ee).get("mutation")}(e);if(!l.il||H[t.debugId])return t;H[t.debugId]=!0;var r=s(t),i=k.Yu.MO;return i&&(window.MutationObserver=function(e){return this instanceof i?new i(r(e,"fn-")):i.apply(this,arguments)},MutationObserver.prototype=i.prototype),t}const z={};function M(e){const t=function(e){return(e||n.ee).get("promise")}(e);if(z[t.debugId])return t;z[t.debugId]=!0;var r=n.c,o=s(t),a=k.Yu.PR;return a&&function(){function e(r){var n=t.context(),i=o(r,"executor-",n,null,!1);const s=Reflect.construct(a,[i],e);return t.context(s).getCtx=function(){return n},s}l._A.Promise=e,Object.defineProperty(e,"name",{value:"Promise"}),e.toString=function(){return a.toString()},Object.setPrototypeOf(e,a),["all","race"].forEach((function(r){const n=a[r];e[r]=function(e){let i=!1;[...e||[]].forEach((e=>{this.resolve(e).then(a("all"===r),a(!1))}));const o=n.apply(this,arguments);return o;function a(e){return function(){t.emit("propagate",[null,!i],o,!1,!1),i=i||!e}}}})),["resolve","reject"].forEach((function(r){const n=a[r];e[r]=function(e){const r=n.apply(this,arguments);return e!==r&&t.emit("propagate",[e,!0],r,!1,!1),r}})),e.prototype=a.prototype;const n=a.prototype.then;a.prototype.then=function(){var e=this,i=r(e);i.promise=e;for(var a=arguments.length,s=new Array(a),c=0;c e())),t};function m(e,t){i.inPlace(t,["onreadystatechange"],"fn-",E)}function b(){var e=this,t=r.context(e);e.readyState>3&&!t.resolved&&(t.resolved=!0,r.emit("xhr-resolved",[],e)),i.inPlace(e,f,"fn-",E)}if(function(e,t){for(var r in e)t[r]=e[r]}(o,p),p.prototype=o.prototype,i.inPlace(p.prototype,J,"-xhr-",E),r.on("send-xhr-start",(function(e,t){m(e,t),function(e){h.push(e),a&&(y?y.then(A):u?u(A):(w=-w,x.data=w))}(t)})),r.on("open-xhr-start",m),a){var y=c&&c.resolve();if(!u&&!c){var w=1,x=document.createTextNode(w);new a(A).observe(x,{characterData:!0})}}else t.on("fn-end",(function(e){e[0]&&e[0].type===d||A()}));function A(){for(var e=0;e {r.d(t,{t:()=>n});const n=r(3325).D.ajax},6660:(e,t,r)=>{r.d(t,{A:()=>i,t:()=>n});const n=r(3325).D.jserrors,i="nr@seenError"},3081:(e,t,r)=>{r.d(t,{gF:()=>o,mY:()=>i,t9:()=>n,vz:()=>s,xS:()=>a});const n=r(3325).D.metrics,i="sm",o="cm",a="storeSupportabilityMetrics",s="storeEventMetrics"},4649:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageAction},7633:(e,t,r)=>{r.d(t,{Dz:()=>i,OJ:()=>a,qw:()=>o,t9:()=>n});const n=r(3325).D.pageViewEvent,i="firstbyte",o="domcontent",a="windowload"},9251:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageViewTiming},3614:(e,t,r)=>{r.d(t,{BST_RESOURCE:()=>i,END:()=>s,FEATURE_NAME:()=>n,FN_END:()=>u,FN_START:()=>c,PUSH_STATE:()=>d,RESOURCE:()=>o,START:()=>a});const n=r(3325).D.sessionTrace,i="bstResource",o="resource",a="-start",s="-end",c="fn"+a,u="fn"+s,d="pushState"},7836:(e,t,r)=>{r.d(t,{BODY:()=>A,CB_END:()=>E,CB_START:()=>u,END:()=>x,FEATURE_NAME:()=>i,FETCH:()=>_,FETCH_BODY:()=>v,FETCH_DONE:()=>m,FETCH_START:()=>p,FN_END:()=>c,FN_START:()=>s,INTERACTION:()=>l,INTERACTION_API:()=>d,INTERACTION_EVENTS:()=>o,JSONP_END:()=>b,JSONP_NODE:()=>g,JS_TIME:()=>T,MAX_TIMER_BUDGET:()=>a,REMAINING:()=>f,SPA_NODE:()=>h,START:()=>w,originalSetTimeout:()=>y});var n=r(5763);const i=r(3325).D.spa,o=["click","submit","keypress","keydown","keyup","change"],a=999,s="fn-start",c="fn-end",u="cb-start",d="api-ixn-",f="remaining",l="interaction",h="spaNode",g="jsonpNode",p="fetch-start",m="fetch-done",v="fetch-body-",b="jsonp-end",y=n.Yu.ST,w="-start",x="-end",A="-body",E="cb"+x,T="jsTime",_="fetch"},5938:(e,t,r)=>{r.d(t,{W:()=>o});var n=r(5763),i=r(2177);class o{constructor(e,t,r){this.agentIdentifier=e,this.aggregator=t,this.ee=i.ee.get(e,(0,n.OP)(this.agentIdentifier).isolatedBacklog),this.featureName=r,this.blocked=!1}}},9144:(e,t,r)=>{r.d(t,{j:()=>m});var n=r(3325),i=r(5763),o=r(5546),a=r(2177),s=r(7894),c=r(8e3),u=r(3960),d=r(385),f=r(50),l=r(3081),h=r(8632);function g(){const e=(0,h.gG)();["setErrorHandler","finished","addToTrace","inlineHit","addRelease","addPageAction","setCurrentRouteName","setPageViewName","setCustomAttribute","interaction","noticeError","setUserId"].forEach((t=>{e[t]=function(){for(var r=arguments.length,n=new Array(r),i=0;i 1?r-1:0),i=1;i {e.exposed&&e.api[t]&&o.push(e.api[t](...n))})),o.length>1?o:o[0]}(t,...n)}}))}var p=r(2587);function m(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:{},m=arguments.length>2?arguments[2]:void 0,v=arguments.length>3?arguments[3]:void 0,{init:b,info:y,loader_config:w,runtime:x={loaderType:m},exposed:A=!0}=t;const E=(0,h.gG)();y||(b=E.init,y=E.info,w=E.loader_config),(0,i.Dg)(e,b||{}),(0,i.GE)(e,w||{}),(0,i.sU)(e,x),y.jsAttributes??={},d.v6&&(y.jsAttributes.isWorker=!0),(0,i.CX)(e,y),g();const T=function(e,t){t||(0,c.R)(e,"api");const h={};var g=a.ee.get(e),p=g.get("tracer"),m="api-",v=m+"ixn-";function b(t,r,n,o){const a=(0,i.C5)(e);return null===r?delete a.jsAttributes[t]:(0,i.CX)(e,{...a,jsAttributes:{...a.jsAttributes,[t]:r}}),x(m,n,!0,o||null===r?"session":void 0)(t,r)}function y(){}["setErrorHandler","finished","addToTrace","inlineHit","addRelease"].forEach((e=>h[e]=x(m,e,!0,"api"))),h.addPageAction=x(m,"addPageAction",!0,n.D.pageAction),h.setCurrentRouteName=x(m,"routeName",!0,n.D.spa),h.setPageViewName=function(t,r){if("string"==typeof t)return"/"!==t.charAt(0)&&(t="/"+t),(0,i.OP)(e).customTransaction=(r||"http://custom.transaction")+t,x(m,"setPageViewName",!0)()},h.setCustomAttribute=function(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2];if("string"==typeof e){if(["string","number"].includes(typeof t)||null===t)return b(e,t,"setCustomAttribute",r);(0,f.Z)("Failed to execute setCustomAttribute.\nNon-null value must be a string or number type, but a type of was provided."))}else(0,f.Z)("Failed to execute setCustomAttribute.\nName must be a string type, but a type of was provided."))},h.setUserId=function(e){if("string"==typeof e||null===e)return b("enduser.id",e,"setUserId",!0);(0,f.Z)("Failed to execute setUserId.\nNon-null value must be a string type, but a type of was provided."))},h.interaction=function(){return(new y).get()};var w=y.prototype={createTracer:function(e,t){var r={},i=this,a="function"==typeof t;return(0,o.p)(v+"tracer",[(0,s.z)(),e,r],i,n.D.spa,g),function(){if(p.emit((a?"":"no-")+"fn-start",[(0,s.z)(),i,a],r),a)try{return t.apply(this,arguments)}catch(e){throw p.emit("fn-err",[arguments,this,"string"==typeof e?new Error(e):e],r),e}finally{p.emit("fn-end",[(0,s.z)()],r)}}}};function x(e,t,r,i){return function(){return(0,o.p)(l.xS,["API/"+t+"/called"],void 0,n.D.metrics,g),i&&(0,o.p)(e+t,[(0,s.z)(),...arguments],r?null:this,i,g),r?void 0:this}}function A(){r.e(439).then(r.bind(r,7438)).then((t=>{let{setAPI:r}=t;r(e),(0,c.L)(e,"api")})).catch((()=>(0,f.Z)("Downloading runtime APIs failed...")))}return["actionText","setName","setAttribute","save","ignore","onEnd","getContext","end","get"].forEach((e=>{w[e]=x(v,e,void 0,n.D.spa)})),h.noticeError=function(e,t){"string"==typeof e&&(e=new Error(e)),(0,o.p)(l.xS,["API/noticeError/called"],void 0,n.D.metrics,g),(0,o.p)("err",[e,(0,s.z)(),!1,t],void 0,n.D.jserrors,g)},d.il?(0,u.b)((()=>A()),!0):A(),h}(e,v);return(0,h.Qy)(e,T,"api"),(0,h.Qy)(e,A,"exposed"),(0,h.EZ)("activatedFeatures",p.T),T}},3325:(e,t,r)=>{r.d(t,{D:()=>n,p:()=>i});const n={ajax:"ajax",jserrors:"jserrors",metrics:"metrics",pageAction:"page_action",pageViewEvent:"page_view_event",pageViewTiming:"page_view_timing",sessionReplay:"session_replay",sessionTrace:"session_trace",spa:"spa"},i={[n.pageViewEvent]:1,[n.pageViewTiming]:2,[n.metrics]:3,[n.jserrors]:4,[n.ajax]:5,[n.sessionTrace]:6,[n.pageAction]:7,[n.spa]:8,[n.sessionReplay]:9}}},n={};function i(e){var t=n[e];if(void 0!==t)return t.exports;var o=n[e]={exports:{}};return r[e](o,o.exports,i),o.exports}i.m=r,i.d=(e,t)=>{for(var r in t)i.o(t,r)&&!i.o(e,r)&&Object.defineProperty(e,r,{enumerable:!0,get:t[r]})},i.f={},i.e=e=>Promise.all(Object.keys(i.f).reduce(((t,r)=>(i.f[r](e,t),t)),[])),i.u=e=>(({78:"page_action-aggregate",147:"metrics-aggregate",242:"session-manager",317:"jserrors-aggregate",348:"page_view_timing-aggregate",412:"lazy-feature-loader",439:"async-api",538:"recorder",590:"session_replay-aggregate",675:"compressor",733:"session_trace-aggregate",786:"page_view_event-aggregate",873:"spa-aggregate",898:"ajax-aggregate"}[e]||e)+"."+{78:"ac76d497",147:"3dc53903",148:"1a20d5fe",242:"2a64278a",317:"49e41428",348:"bd6de33a",412:"2f55ce66",439:"30bd804e",538:"1b18459f",590:"cf0efb30",675:"ae9f91a8",733:"83105561",786:"06482edd",860:"03a8b7a5",873:"e6b09d52",898:"998ef92b"}[e]+"-1.236.0.min.js"),i.o=(e,t)=>Object.prototype.hasOwnProperty.call(e,t),e={},t="NRBA:",i.l=(r,n,o,a)=>{if(e[r])e[r].push(n);else{var s,c;if(void 0!==o)for(var u=document.getElementsByTagName("script"),d=0;d {s.onerror=s.onload=null,clearTimeout(h);var i=e[r];if(delete e[r],s.parentNode&&s.parentNode.removeChild(s),i&&i.forEach((e=>e(n))),t)return t(n)},h=setTimeout(l.bind(null,void 0,{type:"timeout",target:s}),12e4);s.onerror=l.bind(null,s.onerror),s.onload=l.bind(null,s.onload),c&&document.head.appendChild(s)}},i.r=e=>{"undefined"!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:"Module"}),Object.defineProperty(e,"__esModule",{value:!0})},i.j=364,i.p="https://js-agent.newrelic.com/",(()=>{var e={364:0,953:0};i.f.j=(t,r)=>{var n=i.o(e,t)?e[t]:void 0;if(0!==n)if(n)r.push(n[2]);else{var o=new Promise(((r,i)=>n=e[t]=[r,i]));r.push(n[2]=o);var a=i.p+i.u(t),s=new Error;i.l(a,(r=>{if(i.o(e,t)&&(0!==(n=e[t])&&(e[t]=void 0),n)){var o=r&&("load"===r.type?"missing":r.type),a=r&&r.target&&r.target.src;s.message="Loading chunk "+t+" failed.\n("+o+": "+a+")",s.name="ChunkLoadError",s.type=o,s.request=a,n[1](s)}}),"chunk-"+t,t)}};var t=(t,r)=>{var n,o,[a,s,c]=r,u=0;if(a.some((t=>0!==e[t]))){for(n in s)i.o(s,n)&&(i.m[n]=s[n]);if(c)c(i)}for(t&&t(r);u {i.r(o);var e=i(3325),t=i(5763);const r=Object.values(e.D);function n(e){const n={};return r.forEach((r=>{n[r]=function(e,r){return!1!==(0,t.Mt)(r,"".concat(e,".enabled"))}(r,e)})),n}var a=i(9144);var s=i(5546),c=i(385),u=i(8e3),d=i(5938),f=i(3960),l=i(50);class h extends d.W{constructor(e,t,r){let n=!(arguments.length>3&&void 0!==arguments[3])||arguments[3];super(e,t,r),this.auto=n,this.abortHandler,this.featAggregate,this.onAggregateImported,n&&(0,u.R)(e,r)}importAggregator(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:{};if(this.featAggregate||!this.auto)return;const r=c.il&&!0===(0,t.Mt)(this.agentIdentifier,"privacy.cookies_enabled");let n;this.onAggregateImported=new Promise((e=>{n=e}));const o=async()=>{let t;try{if(r){const{setupAgentSession:e}=await Promise.all([i.e(860),i.e(242)]).then(i.bind(i,3228));t=e(this.agentIdentifier)}}catch(e){(0,l.Z)("A problem occurred when starting up session manager. This page will not start or extend any session.",e)}try{if(!this.shouldImportAgg(this.featureName,t))return void(0,u.L)(this.agentIdentifier,this.featureName);const{lazyFeatureLoader:r}=await i.e(412).then(i.bind(i,8582)),{Aggregate:o}=await r(this.featureName,"aggregate");this.featAggregate=new o(this.agentIdentifier,this.aggregator,e),n(!0)}catch(e){(0,l.Z)("Downloading and initializing ".concat(this.featureName," failed..."),e),this.abortHandler?.(),n(!1)}};c.il?(0,f.b)((()=>o()),!0):o()}shouldImportAgg(r,n){return r!==e.D.sessionReplay||!1!==(0,t.Mt)(this.agentIdentifier,"session_trace.enabled")&&(!!n?.isNew||!!n?.state.sessionReplay)}}var g=i(7633),p=i(7894);class m extends h{static featureName=g.t9;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];if(super(r,n,g.t9,i),("undefined"==typeof PerformanceNavigationTiming||c.Tt)&&"undefined"!=typeof PerformanceTiming){const n=(0,t.OP)(r);n[g.Dz]=Math.max(Date.now()-n.offset,0),(0,f.K)((()=>n[g.qw]=Math.max((0,p.z)()-n[g.Dz],0))),(0,f.b)((()=>{const t=(0,p.z)();n[g.OJ]=Math.max(t-n[g.Dz],0),(0,s.p)("timing",["load",t],void 0,e.D.pageViewTiming,this.ee)}))}this.importAggregator()}}var v=i(1117),b=i(1284);class y extends v.w{constructor(e){super(e),this.aggregatedData={}}store(e,t,r,n,i){var o=this.getBucket(e,t,r,i);return o.metrics=function(e,t){t||(t={count:0});return t.count+=1,(0,b.D)(e,(function(e,r){t[e]=w(r,t[e])})),t}(n,o.metrics),o}merge(e,t,r,n,i){var o=this.getBucket(e,t,n,i);if(o.metrics){var a=o.metrics;a.count+=r.count,(0,b.D)(r,(function(e,t){if("count"!==e){var n=a[e],i=r[e];i&&!i.c?a[e]=w(i.t,n):a[e]=function(e,t){if(!t)return e;t.c||(t=x(t.t));return t.min=Math.min(e.min,t.min),t.max=Math.max(e.max,t.max),t.t+=e.t,t.sos+=e.sos,t.c+=e.c,t}(i,a[e])}}))}else o.metrics=r}storeMetric(e,t,r,n){var i=this.getBucket(e,t,r);return i.stats=w(n,i.stats),i}getBucket(e,t,r,n){this.aggregatedData[e]||(this.aggregatedData[e]={});var i=this.aggregatedData[e][t];return i||(i=this.aggregatedData[e][t]={params:r||{}},n&&(i.custom=n)),i}get(e,t){return t?this.aggregatedData[e]&&this.aggregatedData[e][t]:this.aggregatedData[e]}take(e){for(var t={},r="",n=!1,i=0;i t.max&&(t.max=e),e 2&&void 0!==arguments[2])||arguments[2];super(e,r,j.t,n),c.il&&((0,t.OP)(e).initHidden=Boolean("hidden"===document.visibilityState),(0,N.N)((()=>(0,s.p)("docHidden",[(0,p.z)()],void 0,j.t,this.ee)),!0),(0,O.bP)("pagehide",(()=>(0,s.p)("winPagehide",[(0,p.z)()],void 0,j.t,this.ee))),this.importAggregator())}}var P=i(3081);class C extends h{static featureName=P.t9;constructor(e,t){let r=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(e,t,P.t9,r),this.importAggregator()}}var R,I=i(2210),k=i(1214),H=i(2177),L={};try{R=localStorage.getItem("__nr_flags").split(","),console&&"function"==typeof console.log&&(L.console=!0,-1!==R.indexOf("dev")&&(L.dev=!0),-1!==R.indexOf("nr_dev")&&(L.nrDev=!0))}catch(e){}function z(e){try{L.console&&z(e)}catch(e){}}L.nrDev&&H.ee.on("internal-error",(function(e){z(e.stack)})),L.dev&&H.ee.on("fn-err",(function(e,t,r){z(r.stack)})),L.dev&&(z("NR AGENT IN DEVELOPMENT MODE"),z("flags: "+(0,b.D)(L,(function(e,t){return e})).join(", ")));var M=i(6660);class B extends h{static featureName=M.t;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(r,n,M.t,i),this.skipNext=0;try{this.removeOnAbort=new AbortController}catch(e){}const o=this;o.ee.on("fn-start",(function(e,t,r){o.abortHandler&&(o.skipNext+=1)})),o.ee.on("fn-err",(function(t,r,n){o.abortHandler&&!n[M.A]&&((0,I.X)(n,M.A,(function(){return!0})),this.thrown=!0,(0,s.p)("err",[n,(0,p.z)()],void 0,e.D.jserrors,o.ee))})),o.ee.on("fn-end",(function(){o.abortHandler&&!this.thrown&&o.skipNext>0&&(o.skipNext-=1)})),o.ee.on("internal-error",(function(t){(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,o.ee)})),this.origOnerror=c._A.onerror,c._A.onerror=this.onerrorHandler.bind(this),c._A.addEventListener("unhandledrejection",(t=>{const r=function(e){let t="Unhandled Promise Rejection: ";if(e instanceof Error)try{return e.message=t+e.message,e}catch(t){return e}if(void 0===e)return new Error(t);try{return new Error(t+(0,D.P)(e))}catch(e){return new Error(t)}}(t.reason);(0,s.p)("err",[r,(0,p.z)(),!1,{unhandledPromiseRejection:1}],void 0,e.D.jserrors,this.ee)}),(0,O.m$)(!1,this.removeOnAbort?.signal)),(0,k.gy)(this.ee),(0,k.BV)(this.ee),(0,k.em)(this.ee),(0,t.OP)(r).xhrWrappable&&(0,k.Kf)(this.ee),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}onerrorHandler(t,r,n,i,o){"function"==typeof this.origOnerror&&this.origOnerror(...arguments);try{this.skipNext?this.skipNext-=1:(0,s.p)("err",[o||new F(t,r,n),(0,p.z)()],void 0,e.D.jserrors,this.ee)}catch(t){try{(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,this.ee)}catch(e){}}return!1}}function F(e,t,r){this.message=e||"Uncaught error with no additional information",this.sourceURL=t,this.line=r}let U=1;const q="nr@id";function G(e){const t=typeof e;return!e||"object"!==t&&"function"!==t?-1:e===c._A?0:(0,I.X)(e,q,(function(){return U++}))}function V(e){if("string"==typeof e&&e.length)return e.length;if("object"==typeof e){if("undefined"!=typeof ArrayBuffer&&e instanceof ArrayBuffer&&e.byteLength)return e.byteLength;if("undefined"!=typeof Blob&&e instanceof Blob&&e.size)return e.size;if(!("undefined"!=typeof FormData&&e instanceof FormData))try{return(0,D.P)(e).length}catch(e){return}}}var X=i(7243);class W{constructor(e){this.agentIdentifier=e,this.generateTracePayload=this.generateTracePayload.bind(this),this.shouldGenerateTrace=this.shouldGenerateTrace.bind(this)}generateTracePayload(e){if(!this.shouldGenerateTrace(e))return null;var r=(0,t.DL)(this.agentIdentifier);if(!r)return null;var n=(r.accountID||"").toString()||null,i=(r.agentID||"").toString()||null,o=(r.trustKey||"").toString()||null;if(!n||!i)return null;var a=(0,_.M)(),s=(0,_.Ht)(),c=Date.now(),u={spanId:a,traceId:s,timestamp:c};return(e.sameOrigin||this.isAllowedOrigin(e)&&this.useTraceContextHeadersForCors())&&(u.traceContextParentHeader=this.generateTraceContextParentHeader(a,s),u.traceContextStateHeader=this.generateTraceContextStateHeader(a,c,n,i,o)),(e.sameOrigin&&!this.excludeNewrelicHeader()||!e.sameOrigin&&this.isAllowedOrigin(e)&&this.useNewrelicHeaderForCors())&&(u.newrelicHeader=this.generateTraceHeader(a,s,c,n,i,o)),u}generateTraceContextParentHeader(e,t){return"00-"+t+"-"+e+"-01"}generateTraceContextStateHeader(e,t,r,n,i){return i+"@nr=0-1-"+r+"-"+n+"-"+e+"----"+t}generateTraceHeader(e,t,r,n,i,o){if(!("function"==typeof c._A?.btoa))return null;var a={v:[0,1],d:{ty:"Browser",ac:n,ap:i,id:e,tr:t,ti:r}};return o&&n!==o&&(a.d.tk=o),btoa((0,D.P)(a))}shouldGenerateTrace(e){return this.isDtEnabled()&&this.isAllowedOrigin(e)}isAllowedOrigin(e){var r=!1,n={};if((0,t.Mt)(this.agentIdentifier,"distributed_tracing")&&(n=(0,t.P_)(this.agentIdentifier).distributed_tracing),e.sameOrigin)r=!0;else if(n.allowed_origins instanceof Array)for(var i=0;i 2&&void 0!==arguments[2])||arguments[2];super(r,n,Z.t,i),(0,t.OP)(r).xhrWrappable&&(this.dt=new W(r),this.handler=(e,t,r,n)=>(0,s.p)(e,t,r,n,this.ee),(0,k.u5)(this.ee),(0,k.Kf)(this.ee),function(r,n,i,o){function a(e){var t=this;t.totalCbs=0,t.called=0,t.cbTime=0,t.end=E,t.ended=!1,t.xhrGuids={},t.lastSize=null,t.loadCaptureCalled=!1,t.params=this.params||{},t.metrics=this.metrics||{},e.addEventListener("load",(function(r){_(t,e)}),(0,O.m$)(!1)),c.IF||e.addEventListener("progress",(function(e){t.lastSize=e.loaded}),(0,O.m$)(!1))}function s(e){this.params={method:e[0]},T(this,e[1]),this.metrics={}}function u(e,n){var i=(0,t.DL)(r);i.xpid&&this.sameOrigin&&n.setRequestHeader("X-NewRelic-ID",i.xpid);var a=o.generateTracePayload(this.parsedOrigin);if(a){var s=!1;a.newrelicHeader&&(n.setRequestHeader("newrelic",a.newrelicHeader),s=!0),a.traceContextParentHeader&&(n.setRequestHeader("traceparent",a.traceContextParentHeader),a.traceContextStateHeader&&n.setRequestHeader("tracestate",a.traceContextStateHeader),s=!0),s&&(this.dt=a)}}function d(e,t){var r=this.metrics,i=e[0],o=this;if(r&&i){var a=V(i);a&&(r.txSize=a)}this.startTime=(0,p.z)(),this.listener=function(e){try{"abort"!==e.type||o.loadCaptureCalled||(o.params.aborted=!0),("load"!==e.type||o.called===o.totalCbs&&(o.onloadCalled||"function"!=typeof t.onload)&&"function"==typeof o.end)&&o.end(t)}catch(e){try{n.emit("internal-error",[e])}catch(e){}}};for(var s=0;s 1?e[1]=i:e.push(i)}else e[0]&&e[0].headers&&s(e[0].headers,n)&&(this.dt=n);function s(e,t){var r=!1;return t.newrelicHeader&&(e.set("newrelic",t.newrelicHeader),r=!0),t.traceContextParentHeader&&(e.set("traceparent",t.traceContextParentHeader),t.traceContextStateHeader&&e.set("tracestate",t.traceContextStateHeader),r=!0),r}}function x(e,t){this.params={},this.metrics={},this.startTime=(0,p.z)(),this.dt=t,e.length>=1&&(this.target=e[0]),e.length>=2&&(this.opts=e[1]);var r,n=this.opts||{},i=this.target;"string"==typeof i?r=i:"object"==typeof i&&i instanceof Y?r=i.url:c._A?.URL&&"object"==typeof i&&i instanceof URL&&(r=i.href),T(this,r);var o=(""+(i&&i instanceof Y&&i.method||n.method||"GET")).toUpperCase();this.params.method=o,this.txSize=V(n.body)||0}function A(t,r){var n;this.endTime=(0,p.z)(),this.params||(this.params={}),this.params.status=r?r.status:0,"string"==typeof this.rxSize&&this.rxSize.length>0&&(n=+this.rxSize);var o={txSize:this.txSize,rxSize:n,duration:(0,p.z)()-this.startTime};i("xhr",[this.params,o,this.startTime,this.endTime,"fetch"],this,e.D.ajax)}function E(t){var r=this.params,n=this.metrics;if(!this.ended){this.ended=!0;for(var o=0;o 2&&void 0!==arguments[2])||arguments[2];super(e,t,we.t,r),this.importAggregator()}}new class{constructor(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:(0,_.ky)(16);c._A?(this.agentIdentifier=t,this.sharedAggregator=new y({agentIdentifier:this.agentIdentifier}),this.features={},this.desiredFeatures=new Set(e.features||[]),this.desiredFeatures.add(m),Object.assign(this,(0,a.j)(this.agentIdentifier,e,e.loaderType||"agent")),this.start()):(0,l.Z)("Failed to initial the agent. Could not determine the runtime environment.")}get config(){return{info:(0,t.C5)(this.agentIdentifier),init:(0,t.P_)(this.agentIdentifier),loader_config:(0,t.DL)(this.agentIdentifier),runtime:(0,t.OP)(this.agentIdentifier)}}start(){const t="features";try{const r=n(this.agentIdentifier),i=[...this.desiredFeatures];i.sort(((t,r)=>e.p[t.featureName]-e.p[r.featureName])),i.forEach((t=>{if(r[t.featureName]||t.featureName===e.D.pageViewEvent){const n=function(t){switch(t){case e.D.ajax:return[e.D.jserrors];case e.D.sessionTrace:return[e.D.ajax,e.D.pageViewEvent];case e.D.sessionReplay:return[e.D.sessionTrace];case e.D.pageViewTiming:return[e.D.pageViewEvent];default:return[]}}(t.featureName);n.every((e=>r[e]))||(0,l.Z)("".concat(t.featureName," is enabled but one or more dependent features has been disabled (").concat((0,D.P)(n),"). This may cause unintended consequences or missing data...")),this.features[t.featureName]=new t(this.agentIdentifier,this.sharedAggregator)}})),(0,T.Qy)(this.agentIdentifier,this.features,t)}catch(e){(0,l.Z)("Failed to initialize all enabled instrument classes (agent aborted) -",e);for(const e in this.features)this.features[e].abortHandler?.();const r=(0,T.fP)();return delete r.initializedAgents[this.agentIdentifier]?.api,delete r.initializedAgents[this.agentIdentifier]?.[t],delete this.sharedAggregator,r.ee?.abort(),delete r.ee?.get(this.agentIdentifier),!1}}}({features:[J,m,S,class extends h{static featureName=oe;constructor(t,r){if(super(t,r,oe,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;const n=this.ee;let i;(0,k.QU)(n),this.eventsEE=(0,k.em)(n),this.eventsEE.on(se,(function(e,t){this.bstStart=(0,p.z)()})),this.eventsEE.on(ae,(function(t,r){(0,s.p)("bst",[t[0],r,this.bstStart,(0,p.z)()],void 0,e.D.sessionTrace,n)})),n.on(ce+ne,(function(e){this.time=(0,p.z)(),this.startPath=location.pathname+location.hash})),n.on(ce+ie,(function(t){(0,s.p)("bstHist",[location.pathname+location.hash,this.startPath,this.time],void 0,e.D.sessionTrace,n)}));try{i=new PerformanceObserver((t=>{const r=t.getEntries();(0,s.p)(te,[r],void 0,e.D.sessionTrace,n)})),i.observe({type:re,buffered:!0})}catch(e){}this.importAggregator({resourceObserver:i})}},C,xe,B,class extends h{static featureName=de;constructor(e,r){if(super(e,r,de,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;if(!(0,t.OP)(e).xhrWrappable)return;try{this.removeOnAbort=new AbortController}catch(e){}let n,i=0;const o=this.ee.get("tracer"),a=(0,k._L)(this.ee),s=(0,k.Lg)(this.ee),u=(0,k.BV)(this.ee),d=(0,k.Kf)(this.ee),f=this.ee.get("events"),l=(0,k.u5)(this.ee),h=(0,k.QU)(this.ee),g=(0,k.Gm)(this.ee);function m(e,t){h.emit("newURL",[""+window.location,t])}function v(){i++,n=window.location.hash,this[ve]=(0,p.z)()}function b(){i--,window.location.hash!==n&&m(0,!0);var e=(0,p.z)();this[pe]=~~this[pe]+e-this[ve],this[ye]=e}function y(e,t){e.on(t,(function(){this[t]=(0,p.z)()}))}this.ee.on(ve,v),s.on(be,v),a.on(be,v),this.ee.on(ye,b),s.on(ge,b),a.on(ge,b),this.ee.buffer([ve,ye,"xhr-resolved"],this.featureName),f.buffer([ve],this.featureName),u.buffer(["setTimeout"+le,"clearTimeout"+fe,ve],this.featureName),d.buffer([ve,"new-xhr","send-xhr"+fe],this.featureName),l.buffer([me+fe,me+"-done",me+he+fe,me+he+le],this.featureName),h.buffer(["newURL"],this.featureName),g.buffer([ve],this.featureName),s.buffer(["propagate",be,ge,"executor-err","resolve"+fe],this.featureName),o.buffer([ve,"no-"+ve],this.featureName),a.buffer(["new-jsonp","cb-start","jsonp-error","jsonp-end"],this.featureName),y(l,me+fe),y(l,me+"-done"),y(a,"new-jsonp"),y(a,"jsonp-end"),y(a,"cb-start"),h.on("pushState-end",m),h.on("replaceState-end",m),window.addEventListener("hashchange",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("load",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("popstate",(function(){m(0,i>1)}),(0,O.m$)(!0,this.removeOnAbort?.signal)),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}],loaderType:"spa"})})(),window.NRBA=o})(); window.jQuery || document.write(' ') CKEDITOR_BASEPATH='https://f1000research.com/js/vendor/ckeditor/' window.reactTheme = 'research'; window.MathJax = { CommonHTML: { linebreaks: { automatic: true } }, 'HTML-CSS': { linebreaks: { automatic: true } }, SVG: { linebreaks: { automatic: true } }, AuthorInit: function() { MathJax.Hub.Register.MessageHook('End Process', function () { let timeout = false; // holder for timeout id const delay = 250; // delay after event is "complete" to run callback const reflowMath = function() { const dispFormulas = document.querySelectorAll('.disp-formula.panel'); if (!dispFormulas) { return; } for (const dispFormula of dispFormulas) { const child = dispFormula.querySelector('.MathJax_Preview').nextSibling.firstChild; const isMultiline = MathJax.Hub.getAllJax(dispFormula)[0].root.isMultiline; if (dispFormula.offsetWidth < child.offsetWidth || isMultiline) { MathJax.Hub.Queue(['Rerender', MathJax.Hub, dispFormula]); } } }; window.addEventListener('resize', function() { clearTimeout(timeout); // clear the timeout timeout = setTimeout(reflowMath, delay); // start timing for event "completion" }); }); }, }; if (window.location.hash == '#_=_'){ window.location = window.location.href.split('#')[0] } !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function() {n.callMethod? n.callMethod.apply(n,arguments):n.queue.push(arguments)} ;if(!f._fbq)f._fbq=n; n.push=n;n.loaded=!0;n.version='2.0';n.queue=[];t=b.createElement(e);t.async=!0; t.src=v;s=b.getElementsByTagName(e)[0];s.parentNode.insertBefore(t,s)}(window, document,'script','https://connect.facebook.net/en_US/fbevents.js'); fbq('init', '1641728616063202'); fbq('track', "PixelInitialized", {}); (function(h,o,t,j,a,r){ h.hj=h.hj||function(){(h.hj.q=h.hj.q||[]).push(arguments)}; h._hjSettings={hjid:2318163,hjsv:6}; a=o.getElementsByTagName('head')[0]; r=o.createElement('script');r.async=1; r.src=t+h._hjSettings.hjid+j+h._hjSettings.hjsv; a.appendChild(r); })(window,document,'https://static.hotjar.com/c/hotjar-','.js?sv='); search file_upload Submit your research search menu close search Browse Gateways & Collections How to Publish Submit your Research My Submissions Article Guidelines Article Guidelines (New Versions) Open Data, Software and Code Guidelines Open Data and Accessible Source Materials Guidelines (HSS) Open Data, Software and Code Guidelines (PSE) Prepublication Checks Production Process Posters and Slides Guidelines Document Guidelines Article Processing Charges Peer Review Finding Article Reviewers About How it Works For Reviewers Our Advisors Policies Glossary FAQs For Developers Newsroom Contact My Research Submissions Content and Tracking Alerts My Details Sign In file_upload Submit your research { "@context": "https://schema.org", "@type": "ScholarlyArticle", "mainEntityOfPage": { "@type": "WebPage", "@id": "https://f1000research.com/articles/14-1413" }, "headline": "The impact of numerical simulation on concepts related to electrochemistry and on situational interest among...", "datePublished": "2025-12-19T04:05:31", "dateModified": "2026-05-19T11:00:07", "author": [ { "@type": "Person", "name": "Safa Boukhari" }, { "@type": "Person", "name": "Mohamed Radid" }, { "@type": "Person", "name": "Mounir Sadiq" }, { "@type": "Person", "name": "Ghizlane Chemsi" } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": "In a context where teaching electrochemistry concepts requires pedagogical approaches capable of fostering student understanding and supporting their situational interest, this study aimed to examine the effect of teaching based on numerical simulation on students’ situational interest and academic performance. It involved 1,020 secondary school students. The sample was divided into an experimental group and a control group. A pre-test and a post-test were administered to assess the impact of this intervention on student performance. The main results are: a comparison of the pre-test and post-test results showed a significant improvement in the mean scores of the experimental group compared to the control group. A Student’s t-test for independent samples revealed a significant difference between the two groups, t(1018) = 2.643, p = 0.008, indicating that the experimental group achieved significantly greater improvements than the control group. A comparison of incorrect answers between the two groups revealed a decrease in misconceptions in the experimental group. The IS2G scale was used to measure situational interest. A mixed-variance analysis revealed a significant interaction effect between time and group, F(1) = 27.11, p ≤ 0.001, and η2p = 0.026. This indicates that the use of simulation led to increased interest among the students who participated in this intervention. In conclusion, the use of interactive numerical simulations represents a promising approach to facilitate the learning of electrochemistry and stimulate student interest." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-1413/v1", "name": "The impact of numerical simulation on concepts related to electrochemistry..." } } ] } Home Browse The impact of numerical simulation on concepts related to electrochemistry... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Boukhari S, Radid M, Sadiq M and Chemsi G. The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.12688/f1000research.170888.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] Safa Boukhari https://orcid.org/0009-0004-7887-3431 1 , Mohamed Radid 2 , Mounir Sadiq 3 , Ghizlane Chemsi 1 Safa Boukhari https://orcid.org/0009-0004-7887-3431 1 , Mohamed Radid 2 , Mounir Sadiq 3 , Ghizlane Chemsi 1 PUBLISHED 19 Dec 2025 Author details Author details 1 Laboratory of Mathematics, Artificial Intelligence, and Digital Learning, Faculty of Science Ben M'sik, ENS Casablanca, Hassan II University of Casablanca, Casablanca, Morocco 2 Laboratory of Information and Educational Sciences and Technologie, Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, Casablanca, Morocco 3 Laboratory of Computer Science and Modeling, Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, Casablanca, Morocco Safa Boukhari Roles: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Supervision, Validation, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Mohamed Radid Roles: Data Curation, Formal Analysis, Validation, Visualization Mounir Sadiq Roles: Conceptualization, Data Curation, Supervision, Validation, Visualization Ghizlane Chemsi Roles: Conceptualization, Data Curation, Funding Acquisition, Validation, Visualization OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract In a context where teaching electrochemistry concepts requires pedagogical approaches capable of fostering student understanding and supporting their situational interest, this study aimed to examine the effect of teaching based on numerical simulation on students’ situational interest and academic performance. It involved 1,020 secondary school students. The sample was divided into an experimental group and a control group. A pre-test and a post-test were administered to assess the impact of this intervention on student performance. The main results are: a comparison of the pre-test and post-test results showed a significant improvement in the mean scores of the experimental group compared to the control group. A Student’s t-test for independent samples revealed a significant difference between the two groups, t(1018) = 2.643, p = 0.008, indicating that the experimental group achieved significantly greater improvements than the control group. A comparison of incorrect answers between the two groups revealed a decrease in misconceptions in the experimental group. The IS2G scale was used to measure situational interest. A mixed-variance analysis revealed a significant interaction effect between time and group, F(1) = 27.11, p ≤ 0.001, and η 2 p = 0.026. This indicates that the use of simulation led to increased interest among the students who participated in this intervention. In conclusion, the use of interactive numerical simulations represents a promising approach to facilitate the learning of electrochemistry and stimulate student interest. READ ALL READ LESS Keywords digital simulation, situational interest, electrochemistry, learning representation Corresponding Author(s) Safa Boukhari ( [email protected] ) Close Corresponding author: Safa Boukhari Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Boukhari S et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Boukhari S, Radid M, Sadiq M and Chemsi G. The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.12688/f1000research.170888.1 ) First published: 19 Dec 2025, 14 :1413 ( https://doi.org/10.12688/f1000research.170888.1 ) Latest published: 19 May 2026, 14 :1413 ( https://doi.org/10.12688/f1000research.170888.2 )  There is a newer version of this article available. Suppress this message for one day. Introduction Around a global scale, technological advances have led to significant changes in all areas, including education. For example, the emergence of new professions is prompting educators and education researchers to refocus their attention on teaching methods that promote the development of digital skills and the complex skills essential to these professions, such as creativity, critical thinking, and problem solving. Moreover, the adoption of educational programs and approaches that do not improve the required digital skills widens the gap between the omnipresence of digital technology in learners’ daily lives and the teaching practices they receive at school. When students realize that the skills they are acquiring do not correspond to their daily needs, they lose interest in their studies, and their motivation decreases when learning practices are perceived as not being very useful in their future careers. 1 Interest-based learning, which refers to intrinsic motivation, is a key pillar of academic success, encouraging learners to overcome the obstacles and challenges they encounter throughout their educational journey. 2 , 3 Therefore, interest-guided learning not only reduces the risk of dropping out, but also promotes cognitive mechanisms of elaboration and self-regulation, which facilitates the management of learning difficulties. 2 Similarly, perceived difficulties have a decisive impact on interest in learning. In this sense, numerous studies indicate that the accumulated difficulties of certain scientific subjects, due to their abstract nature and complexity, lead to a decline in learners’ interest, particularly in chemistry and physics, which are considered complex disciplines, 4 – 7 which require critical thinking and abstraction skills to understand. In this context, several authors believe that students perceive chemistry as uninteresting and difficult. 8 Thus, for decades, the concepts of electrochemistry have remained complicated and abstract for learners. 9 – 12 Given the fundamental impact of electrochemistry in industrial and technological sectors, particularly in the production of electrical energy and the design of batteries in portable technologies, the teaching and learning of this discipline deserve special attention in order to meet the growing demands of the current era, which justifies the growing interest around the difficulties of learning electrochemistry and the essential concepts for its understanding. 8 , 13 – 18 The difficulties encountered are classified into two main groups: conceptual difficulties and procedural difficulties. Conceptual difficulties include misconceptions and obstacles related to understanding the fundamental principles and laws of electrochemistry, such as confusion between oxidation and reduction and between oxidants and reductants. 19 , 20 Procedural difficulties are related to the practical application of these concepts, such as difficulties in balancing redox reactions. It is very important to overcome both types of difficulties in order to achieve effective and lasting learning, 21 , 22 particularly in electrochemistry, where conceptual and procedural understanding are closely linked. To overcome the difficulties related to this content, some research has proposed approaches based on conducting experiments and practical work. 23 , 24 The obvious benefit of hands-on work is tactile perception, 25 and the use of equipment and materials promotes the development of practical laboratory skills. 26 However, the effectiveness of experiments and practical work on student comprehension and performance remains a subject of debate. Some research suggests that experiential learning does not lead to significant improvements in comprehension performance. 27 , 28 Interaction with the material is based on technical and physical procedures, such as manipulation, following instructions, and taking measurements. Beyond interaction with the material, the educational objectives of experiential learning also include the adoption of various aspects of the scientific method, namely scientific observation, hypothesis formulation, and discussion of results. 29 , 30 However, numerous studies indicate that, in practice, the objectives of structured experiential learning tend to be overlooked due to the cognitive overload perceived by the learner. Other studies indicate that the variety of cognitive efforts involved in scientific experiments can lead students to focus more on technical and physical procedures than on theoretical understanding. 25 , 31 – 33 Furthermore, like many other countries, the Moroccan education system has a notable deficit in practical science activities. This shortfall is mainly due to the lack of material and educational resources needed to carry out the experiments included in the school curricula, as well as the limited number of hours allocated to these programs and the inadequate training of teachers. 19 , 34 , 35 For years, to facilitate the teaching of abstract concepts such as those in electrochemistry, research in science education has recommended the use of digital approaches, 36 such as animations. 8 , 17 , 37 Currently, recent research is expanding this vision by focusing on the potential of virtual laboratories, 38 , 39 and the potential of artificial intelligence, such as technologies for integrating conversational AI into immersive virtual laboratories. 40 The choice of experimental approach or AI-based approaches is directly linked to the financial resources mobilized by national education policy makers. In particular, the resources needed to acquire and maintain digital equipment and tools. In addition, approaches based on emerging technologies require the creation of appropriate digital spaces, such as virtual laboratories, connected classrooms, high-performance computers, and, in some cases, smart glasses, 41 biometric sensors, 42 virtual reality headsets for immersive experiences. 43 Considering the economic challenges 42 , 43 and issues related to the digital divide, teachers’ digital illiteracy, and resistance to change, 44 the optimal integration of artificial intelligence remains limited in several countries, particularly developing ones. And in some cases, even in developed countries, the effective integration of artificial intelligence remains limited. For example, a recent study on the effectiveness of virtual laboratories in Canada revealed several challenges related to the integration of artificial intelligence, including: the need to improve digital literacy skills, appropriate initial training, and the need for strong institutional support when integrating new educational tools. 39 These various factors are among the reasons why manipulative digital environments are preferred. Therefore, to address the challenges related to the perceived usefulness and difficulty of assimilating electrochemical concepts, this exploratory research was initiated with the aim of optimizing learning through the use of a digital approach that can stimulate students’ interest and mitigate the difficulties that arise in learning electrochemistry. On the one hand, the research aims to examine the impact of adopting interactive simulation on learners’ situational and individual interest, and on the other hand, it aims to identify the obstacles encountered when learning about electrochemical cells by identifying the impact of simulation on the obstacles identified. The theoretical framework Interactive digital simulations Numerical simulations are computer programs based on simplified representations, which neglect or simplify certain details of a complex, real-life phenomenon or process. 45 , 46 These simplified models of reality represent a constructivist learning framework centred on the learner. 47 More clearly, a numerical simulation is a computer model of an authentic situation. 48 Numerous studies agree that the integration of digital simulations provides an interactive, dynamic, and intuitive learning environment. These simulations offer a safer environment compared to physical laboratory experiments, which can be risky, complex, and sometimes costly. Another advantage of using simulations is the time saved, as simulations do not require preparation sessions. 49 , 50 Simulations facilitate the visualization and understanding of abstract concepts and complex theoretical models, 51 , 52 such as the concept of chemical bonding 53 and the photoelectric effect. 54 In addition, they offer students the opportunity to experiment and explore the effects of changing certain input variables, such as volumes and concentrations. This exploration activates metacognitive regulation and reflection on the content studied. 54 These interactive environments give learners the ability to better understand microscopic phenomena that are difficult to visualize using traditional methods, such as blackboards, textbooks, or even real-life experiments. Indeed, according to some authors, these traditional methods are considered to be the source of relative difficulties in electrochemistry. 8 Interactive simulations CK-12 The CK-12 platform offers interactive simulations that are accessible free of charge. Each simulation is accompanied by a worksheet containing a key question and the corresponding educational objectives. The worksheet for the “Electrochemical Cell” simulation highlights the half-equations occurring at each electrode and the overall equation for the redox reaction. These worksheets provide guidance and structure for the activity. The simulation highlights the connection between the chemical phenomena of redox reactions and the observable effect on a large scale: the lighting of a lamp. This facilitates a clear understanding of the relationship between redox reactions and electricity, which is usually poorly understood at the secondary level. It is noted that, due to the microscopic transfer of redox reactions, these types of reactions are often abstract for students. This CK 12 simulation illustrates and dynamically represents the transfer of electrons between the electrodes of the electrochemical cell. Students can interact directly with the components of the experiment and modify the metals used in the two electrodes, the anode and cathode, to observe the effects. Furthermore, the educational objectives of the simulation used in this research are closely aligned with those of the theoretical course. Situational interest In a solar context, interest stems from the interaction between the learner and the specific content. It refers to motivation triggered by the immediate situation of an activity. In order to assess the impact of interactive simulation, this research opts for situational interest, as it is more relevant to focus on situational interest, which is directly related to the classroom learning context. Unlike personal interest, which is often influenced by factors outside the school environment, such as socioeconomic conditions, family support, or students’ attitudes and previous experiences, 55 situational interest can be activated by targeted educational interventions, such as the use of engaging materials or interactive school activities. Cadre pratique Methodology This quasi-experimental research was based on a quantitative method with a random sample of 1,020 students in their final year of secondary education, comprising 48.4% female and 51.6% male, with an average age of 18.09 years. during the 2024-2025 school year. They participated in the study after providing their written informed consent, in addition to the written consent of the parents of any minor participants. A local committee affiliated with the Academy of Settat, Casablanca, Morocco, has provided its ethical approval for the research methodology under number 101/25. As part of the course Spontaneous Transformations in electrochemical cell and Energy Production, the CK-12 simulation of the electrochemical cell is integrated according to a planned educational scenario. It is adopted by the learners in the experimental group once they have familiarized themselves with the basic concepts of the course and are ready to move from theoretical abstraction to a dynamic conceptualization of the phenomenon. The quasi-experimental scenario followed in this research is as follows: After completing the same theoretical course, the research sample was divided into two groups: a control group continued learning through the traditional approach, using paper and pencil to do application exercises related to the knowledge covered in the course, and the experimental group attended the CK-12 digital simulation on the electrochemical cell. Both groups took the same pre-tests and post-tests, and in order to analyze the effect of the simulation on student performance, this study opted to compare the gains in test scores for both groups. In addition, a scale assessing situational and individual interest was administered before and after for both groups to evaluate the impact of the simulation on student interest. The data collected was then processed using IBM SPSS version 27 software. Measuring instruments In order to assess the impact of adopting simulation on student motivation and interest, the study chose the IS2G situational and individual interest measurement scale for serious games developed by Chainon and al in 2014. 56 As its name suggests, this scale was designed to assess learners’ situational and individual interest in serious games. However, it is widely used for other types of digital activities in an educational context. 56 Its design is based on the theory of phased development of interest, 55 proposing that individual interest in a given subject develops through situational interest, which can be triggered by external intervention. The questionnaire used to measure situational interest is divided into two sections. The first part focuses on the respondents’ sociodemographic data, and the second part presents a scale for measuring situational interest. It consists of 12 items divided into three distinct dimensions. The first dimension, individual interest, includes items 01, 03, 07, and 09. The second dimension, activated situational interest, includes items 04, 06, 08, and 11. Finally, the third dimension, maintained situational interest, is assessed through items 02, 05, 10, and 12. The 12 items are examined on a seven-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Description of tests The test items are developed in line with the educational objectives of the course, which are clearly stated in the 2007 educational guidelines for physics and chemistry in Moroccan high schools. These anonymous tests focus on conceptual and procedural understanding related to the lecture, and for all items, the option “ I don’t know ” is provided so as not to induce respondents to give random answers. Results and discussion In order to examine the impact of using simulation on interest, a measure of situational interest was carried out before and after for both groups of students. Based on a comparison of the mean situational interest scores before and after in both groups, the results of the mixed ANOVA analysis show a significant interaction between time and group of F(1) = 27.11 p ≤ 0.001 and η 2 p = 0.026. The Table 1 shows the descriptive statistics of mean situational interest before and after for both groups. Table 1. Shows the descriptive statistics of mean situational interest before and after for both groups. Group Average Standard deviation N Average of interest before Test 35,7039 7,89124 510 Control 35,7804 8,01465 510 Total 35,7422 7,94937 1020 Average of interest after Test 39,7137 6,94579 510 Control 36,6196 6,65959 510 Total 38,1667 6,97477 1020 This suggests that the change in situational interest before and after differs depending on the group, and more specifically, the use of simulation led to a notable change for the group that benefited from it. Furthermore, based on the variation in the means of each sub-dimension before and after, the results of the mixed ANOVA analysis for the mean of each situational dimension of interest indicate that the ISA dimension is the dimension most influenced by learning with interactive simulation compared to the other two dimensions of interest, ISM and II, as the results indicate a significant interaction between time and group for the ISA dimension of F(1) = 48.92, p ≤ .001 and η 2 p = 0.046. Table 2 shows in detail the statistical results of the three dimensions of interest before and after the respective activities. Table 2. Illustrates the descriptive statistics of 3 dimensions of situational interest before and after the respective activities. Dimension of interest before the respective activity Group Average Standard deviation Dimension of interest after the respective activity Average Standard deviation Activated Situational Interest Test 12,0216 3,70121 Activated Situational Interest 14,4608 3,81413 Control 12,0824 3,70592 12,2765 3,37040 Total 12,0520 3,70187 13,3686 3,75963 Maintained Situational Interest Test 11,8490 3,87003 Maintained Situational Interest 12,9824 3,67459 Control 11,8824 3,85619 12,2471 3,85108 Total 11,8657 3,86126 12,6147 3,77996 Individual Interest Test 11,8333 4,18596 Individual Interest 12,2706 3,51831 Control 11,8157 4,19389 12,0961 3,92471 Total 11,8245 4,18788 12,1833 3,72625 This finding reinforces theoretical models according to which the ISA dimension is generally the most influenced by stimulating factors and constitutes the gateway to the development of interest. 55 , 57 The results found are also consistent with numerous related studies that focus on the positive impact of interactive simulations on learners’ interest in chemistry. 14 , 58 Test response analysis To ensure the reliability of the results and minimize preliminary disparities between students and contextual variables, such as their prerequisites, the study relies on gains, which represent the difference between pre-test and post-test scores. This allows us to identify the impact of the simulation on student performance. Initially, a comparison of the average gains of the two groups shows that the average gain was significantly higher in the experimental group (M = 0.0370, α = 0.22170) than in the control group (M = 0.0008, α = 0.21482), which is statistically significant, with the t-test indicating a significant difference, t (1018) = 2.643, p = 0.008. Table 3 presents the results of the independent samples t-test. Table 3. Results of the t-test for the mean scores. Groupe Average Standard deviation N Test t df p-value Overall gain Experimental 0.0370 0.22170 510 2.643 1018 0.008 Control 0.0008 0.21482 510 This demonstrates a significant effect of learning that adopts interactive simulation. Secondly, attention should be paid to incorrect answers that persist in the post-test for the entire sample. Identifying persistent errors makes it possible to identify certain existing learning obstacles. Below is an analysis of the post-test items accompanied by a discussion of the obstacles identified. The first item is based on the distinction between a battery and a cell. Analysis of the post-test responses for both groups shows confusion between batteries and cells, with 31.1% opting for the distractor: There is no real difference between a battery and a cell; it is a question of size. They believe that the electrochemical cell stores electricity, but in reality, the electrochemical cell is an autonomous source of electricity; it produces electricity from spontaneous chemical reactions without storing it, while 20 % show another misunderstanding by stating that: The electrochemical cell only works when it is connected to a power source, whereas the battery is capable of storing electrical energy. These results reflect an erroneous mental model of the electrochemical cell, where students are influenced by everyday language: the connection of devices, imagining that the cell contains a reservoir that must be powered by an electrical source in order to function, while excluding the link with chemistry and redox reactions. According to a mini review on the difficulties of learning electrochemistry, 14 this type of representation is fuelled by the contextual language barrier, given that the meaning in everyday language differs from that in the scientific context. The second item focuses on the ability to write a global equation based on two redox couples. the results highlight difficulties related to balancing redox equations, such as 67.3% of respondents opting for unbalanced equations, due to the incorrect method used for balancing, where respondents added electrons to the overall equation to balance the electrical charges, as in the case of choice: Zn (s) + Ag + (aq) → Zn 2+ (aq) + Ag (s) + 1e - , also the choice of: Zn (s) + 2Ag + (aq) → Zn 2+ (aq) + Ag (s ) , This shows an incomplete understanding of the law of conservation of matter, where respondents forgot to add the stoichiometric coefficients, and 12.5 % of respondents chose the option: I don’t know. In fact, balancing redox reactions is a procedural difficulty frequently encountered by students. 20 The third item concerns the direction of electrons outside the generator in an electrical circuit. The results show that 27.8% state that: Electrons flow from the positive terminal to the negative terminal, in the opposite direction to the current outside the generator , and 28.7% opt for the distractor: Electrons flow from the positive terminal to the negative terminal, with the direction of current outside the generator. These results show that some students confused the conventional direction of current (from the positive pole to the negative pole) with that of electrons (from negative to positive), or had difficulty remembering that the conventional direction of current is opposite to the actual movement of electrons. These misunderstandings are not accidental; the source of this confusion is the disparity between the convention of current direction, historically established before the discovery of electrons, and the actual movement of electrons in electrical conductors. The fourth item concerns the direction of electron flow between the two terminals of the electrochemical cell. During the lecture, students learned that: when the electrochemical cell is operating, electrons are produced during the oxidation process in the negative terminal, called the anode, and are then consumed during the reduction process in the positive terminal, called the cathode, thus circulating in the external circuit. The students (30.2%) who chose the statement: Electrons move from the positive terminal, where they are consumed by reduction (this terminal is called the cathode), to the negative terminal, where they are produced by oxidation (this terminal is called the anode) , misunderstand the direction of electron movement between the positive and negative poles of a generator, which is a basic concept in middle school electricity courses. This choice highlights confusion between the direction of conventional current and that of electrons. This recalls the misconception previously discussed in item 3, according to which electrons move from the positive terminal to the negative terminal outside a generator, meaning that this misunderstanding is transposed from a simple electrical circuit to an electrochemical cell. In reality, any representation or misunderstanding that is not explicitly corrected by teachers will affect subsequent learning, 12 as for the others (36.4%) who opted for the distractor: Electrons move from the negative terminal, where they are produced by oxidation, called the cathode, to the positive terminal, where they are consumed by reduction, called the anode , they show confusion between the anode and cathode, which indicates a partial understanding. These results are similar to those obtained in several studies on barriers to learning electrochemistry. 14 , 59 The fifth item concerns the polarity of the electrochemical cell. Analysis of the responses shows that students have poorly understood the idea that the anode is the negative terminal and the cathode is the positive terminal. The two distractors are chosen by 64% of respondents, who claim that the cathode is the negative terminal because it receives electrons , or that the anode has a positive charge because it attracts electrons. This misconception is often cited in research on alternative conceptions in electrochemistry. It has been validated by various experimental studies conducted with students in their final year of secondary school in Australia, 60 Germany, 12 and even with first-year university students in the United States. 37 Indeed, confusion between the cathode and the anode or between the positive and negative terminals completely affects the understanding of how galvanic electrochemical cell and electrolytic cells work, which is why this type of misunderstanding is one of the main obstacles to the assimilation of electrochemistry. 59 The sixth item concerns the physical aspect of the device essential for maintaining electrical neutrality in electrochemical cell. The analysis shows that 52.2% of respondents opted for the two distractors implying that electrical neutrality is necessarily linked to the presence of a salt bridge. The lecture always begins with the Daniell cell, which provides a simplified educational model for understanding how electrochemical cells work, describing the device, how it works, and the associated quantitative study. In the Daniell cell, electrical neutrality is ensured by a U-shaped salt bridge made of an ionic substance. As for the alkaline cell most commonly used in everyday life, a solid, porous separator (electrolyte paste) integrated into the electrolyte ensures electrical neutrality. Although it does not take the form of a conventional salt bridge, it performs the same function. This indicates that learners tend to reinforce and retain the knowledge assimilated at the beginning of the lesson. This poor assimilation is explained by the primacy effect, psychological education has shown that in the first stage, learners are more attentive and engaged, retain information without cognitive fatigue, and store what they learn in their long-term memory. 61 – 63 The seventh item concerns the difference between the mechanisms of electrical neutrality in electrochemical cell. The analysis shows that 62.6% of respondents opted for the two distractors implying that electrical neutrality is ensured by the passage of all charge carriers: cations, anions, and electrons via the salt bridge. These errors are not random; they reflect a flawed mental model according to which the salt bridge ensures the movement of all electric charge carriers, including electrons. In reality, the salt bridge only ensures the transfer of ions, electrons move through the external metal circuit. Indeed, the passage of electrons through the salt bridge or through solutions in general is a common misconception among high school seniors. This erroneous model is widespread and appears in many studies, 8 , 9 , 12 , 14 , 37 , 59 , 60 , 64 Some studies consider that this representation is reinforced by textbooks, 37 as the origin of this misunderstanding lies in the use of scientifically imprecise language that associates electric current with the flow of electrons without specifying the medium, leading students to believe that electrons are the carriers of electric charges even in solutions. 65 Thirdly, a comparison of the number of incorrect answers in the experimental group in the post-test with those in the control group shows that the simulation led to a considerable reduction in incorrect answers. Table 4 illustrates the difference between the percentage of incorrect answers in the control group and that in the experimental group for each item in the post-test. Table 4. Percentages of incorrect responses for the control group and experimental group for each item. Items Percentage of incorrect answers in the control group Percentage of incorrect answers in the test group The difference between the two percentages 1 35.4901 35.1960 0.2941 2 40.1960 39.5098 0. 6862 3 37.941 37.4509 0.4901 4 41.274 39.4117 1.8623 5 39.6078 34.3137 5.2941 6 31,666 30.9803 0.6863 7 36,2745 33.9215 2.3529 Item analysis showed a decrease in the percentage of incorrect answers in the experimental group, indicating an improvement in the assimilation of knowledge related to the lecture, corresponding to items 1 and 2. A more significant decrease in errors was also observed in the remaining items in favor of the experimental group, indicating that the simulation effectively addressed conceptual and procedural difficulties and representations, including: confusion between the direction of current flow and that of electrons, confusion between the anode and cathode, electrical neutrality is necessarily ensured by the salt bridge, and the flow of electrons in the salt bridge. These results confirm the positive contribution of the simulation in reducing misconceptions, particularly those related to visually interpretable knowledge. The functioning of the electrochemical cell is taught visually in the form of animated content with a voiceover describing the process of electrical energy production. The results support certain hypotheses of dual coding theory 66 and multimodal learning theory (2005), 67 which assume that learners are more engaged and memorize knowledge more effectively when information is processed through visual and verbal channels simultaneously. The results also agree with the conclusions of numerous related studies, which consider simulation to have a positive impact on concept comprehension 68 – 70 and memorization. 58 These convergences reinforce the credibility of the results revealed in this quasi-experimental research, which has provided new experimental confirmation in a different context. Conclusions This quasi-experimental study examines the impact of adopting the CK 12 electrochemical cell simulation on situational and individual interest and on the performance of students in their final year of secondary school. Initially, the results of the mixed ANOVA analysis show a significantly greater increase in situational and individual interest in the experimental group compared to the control group. It also shows that the ISA dimension is the dimension most influenced by learning with interactive simulation compared to other dimensions of situational interest. Based on a comparison of gains between the pre-test and post-test of the two groups, a significant attenuation of representations was demonstrated in the experimental group. Analysis of the incorrect responses that persist in the post-test across the entire sample identifies some typical representations that hinder understanding of electrochemistry. It is important to note that the representations identified in this study result from a combination of: everyday language, partial understanding, and uncontrolled primacy, which complicates the acquisition of further knowledge. It is essential to constantly identify learning obstacles and their origins in order to reorient teaching practices toward correcting typical misconceptions and clarifying erroneous mental models throughout the learning process. In this sense, the planning, management, and evaluation of learning must focus on the origins of learning obstacles. In other words, relying solely on simulation as a teaching approach does not guarantee the complete elimination of students’ misconceptions and mental models. In conclusion, the use of interactive digital simulations is recommended to enrich teaching, emphasizing that thanks to the visual and interactive aspects of the content, simulations promote long-term memorization by providing a visual anchor for knowledge and making learning more interesting. It is also a promising approach to mitigating the difficulties of learning electrochemistry and any other scientific discipline. Ethics and consent A local committee affiliated with the Academy of Settat, Casablanca, Morocco, has provided its ethical approval for the research methodology under number 101/25. They participated in the study after providing their written informed consent, in addition to the written consent of the parents of any minor participants. Ethics statement This study was approved in collaboration with secondary education institutions and informed consent was obtained from each participant, ensuring anonymity and confidentiality of the data. Data availability The data supporting the conclusions of this study are available in a public online repository at the following address: https://doi.org/10.6084/m9.figshare.30257077.v1 71 S. Boukhari, M. Sadiq, M. Radid, et G. Chemsi, « The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year », Figshare, 2025, doi.org/10.6084/m9.figshare.30257077.v1 This data is freely accessible and can be used in accordance with the terms of the associated license in the repository. This project contains the following underlying data: • 01 - The performance test and The IS2G measurement scale used to assess situational and individual interest • 02 - SPSS file containing the performance test data • 03 - SPSS file containing the performance test results • 04 - SPSS file containing the data for measuring situational and individual interest • 05 - SPSS file containing the results of the situational and individual interest measurement • 06 - Parental consent form • 07- Informed consent form for participating students The data is available under the CC BY 4.0 . Acknowledgments The authors have no thanks to give. References 1. Ryan RM, Deci EL: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 2000; 55 (1): 68–78. PubMed Abstract | Publisher Full Text 2. Iaia M, Vizzi F, Carlino MD, et al. : Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students. Front. Psychol. juill. 2024; 15 : 1365980. PubMed Abstract | Publisher Full Text | Free Full Text 3. Song Y: Assessing the interactions between learning enjoyment, motivation, burnout, and grit in EFL students: a mixed-methods approach. BMC Psychol. déc. 2024; 12 (1): 796. PubMed Abstract | Publisher Full Text | Free Full Text 4. Bouchée T, De Putter-Smits L, Thurlings M, et al. : Towards a better understanding of conceptual difficulties in introductory quantum physics courses. Stud. Sci. Educ. juill. 2022; 58 (2): 183–202. Publisher Full Text 5. Hofstein A, Mamlok-Naaman R: High-School Students’ Attitudes toward and Interest in Learning Chemistry. Educ. Quím. avr. 2011; 22 (2): 90–102. Publisher Full Text 6. Mansour N: Like or Not Like Studying Science: Exploring Students’ Personal and Cultural Characteristics. Can. J. Sci. Math. Technol. Educ. déc. 2024; 24 (3): 353–379. Publisher Full Text 7. Rosa V, Lewis SE: Chemistry topics posing incommensurate difficulty to students with low math aptitude scores. Chem. Educ. Res. Pract. 2018; 19 (3): 867–884. Publisher Full Text 8. Akram M, Surif JB, Ali M: Conceptual Difficulties of Secondary School Students in Electrochemistry. Asian Soc. Sci. sept. 2014; 10 (19): 276. Publisher Full Text 9. Amponsah KD: South African twelfth grade students’ conceptions regarding Electrochemistry. J. Educ. Learn. août 2020; 14 (3): 362–368. Publisher Full Text 10. Nakiboğlu C: Investigation of students’ cognitive structures concerning the topic of physical and chemical changes: a cross-level study. Chem. Educ. Res. Pract. 2023; 24 (1): 89–107. Publisher Full Text 11. Ogude AN, Bradley JD: Ionic Conduction and Electrical Neutrality in Operating Electrochemical Cells: Pre-College and College Student Interpretations. ACS Publications; Consulté le: 3 septembre 2025. Publisher Full Text 12. Schmidt H, Marohn A, Harrison AG: Factors that prevent learning in electrochemistry. J. Res. Sci. Teach. févr. 2007; 44 (2): 258–283. Publisher Full Text 13. Adu-Gyamfi K, Ampiah JG, Agyei DD: High School Chemistry Students’ Alternative Conceptions of H2O, OH-, and H+ in Balancing Redox Reactions.2015. Consulté le: 3 septembre 2025. Reference Source 14. Ali MT, Woldu AR, Yohannes AG: High school students’ learning difficulties in electrochemistry: a mini review. Afr. J. Chem. Educ. août 2022; 12 (2): 202–237. 15. De Jong O, Acampo J, Verdonk A: Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers. J. Res. Sci. Teach. déc. 1995; 32 (10): 1097–1110. Publisher Full Text 16. Österlund L-L, Ekborg M: Students’ Understanding of Redox Reactions in Three Situations. Nord. Stud. Sci. Educ. juin 2012; 5 (2): 115–127. Publisher Full Text 17. Rosenthal DP, Sanger MJ: Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction. Chem. Educ. Res. Pr. 2012; 13 (4): 471–483. Publisher Full Text 18. Turner KL, et al. : Around the world in electrochemistry: a review of the electrochemistry curriculum in high schools. J. Solid State Electrochem. mars 2024; 28 (3-4): 1361–1374. PubMed Abstract | Publisher Full Text | Free Full Text 19. Atibi A, Elkababi K, Elkababi I, et al. : Difficulties encountered by Moroccan Student in Studying Oxydoreduction.2017; 4 (1). 20. Boukhari S, Sadiq M, Radid M, et al. : Mind Maps and Artificial Intelligence: Towards an Active Understanding of Redox in Secondary School Students. Artificial Intelligence and Its Practical Applications in the Digital Economy. Elhadj YM, Nanne MF, Koubaa A, et al. , editors. Cham: Springer Nature Switzerland; 2024; vol. 862 . : p. 3–14. Éd., in Lecture Notes in Networks and Systems, vol. 862. Publisher Full Text 21. Hurrell D: Conceptual knowledge or procedural knowledge or conceptual knowledge and procedural knowledge: Why the conjunction is important to teachers. Aust. J. Teach. Educ. Online. janv. 2021; 46 : 57–71. Consulté le: 3 septembre 2025. Publisher Full Text 22. Rittle-Johnson B, Siegler RS, Alibali MW: Developing conceptual understanding and procedural skill in mathematics: An iterative process. J. Educ. Psychol. juin 2001; 93 (2): 346–362. Publisher Full Text 23. Abungu HE, Okere MIO, Wachanga SW: The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya. J. Educ. Soc. Res. sept. 2014. Publisher Full Text 24. Mounchide K, Azaroual O, Cherki M, et al. : Didactic and epistemological study of the difficulties of studying the concept of redox in secondary education (Morocco).2022. 25. Niedderer H, et al. : Talking Physics in Labwork Contexts - A Category Based Analysis of Videotapes. Teaching and Learning in the Science Laboratory. Psillos D, Niedderer H, editors. Dordrecht: Springer Netherlands; 2002; pp. 31–40. Publisher Full Text 26. Zacharia ZC: Examining whether touch sensory feedback is necessary for science learning through experimentation: A literature review of two different lines of research across K-16. Educ. Res. Rev. oct. 2015; 16 : 116–137. Publisher Full Text 27. Holmes NG, Olsen J, Thomas JL, et al. : Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content. Phys. Rev. Phys. Educ. Res. mai 2017; 13 (1): 010129. Publisher Full Text 28. Scott J, Rubenstein E, Pringle TD: Examining the Impact of Experiential Learning Activities on Student Performance in an Introductory Animal Science Course. NACTA J. sept. 2023; 67 (1). Publisher Full Text 29. Hodson D: Experiments in science and science teaching. Educ. Philos. Theory. janv. 1988; 20 (2): 53–66. Publisher Full Text 30. Lechner M, Moser S, Pander J, et al. : Learning scientific observation with worked examples in a digital learning environment. Front. Educ. mars 2024; 9 : 1293516. Publisher Full Text 31. Accettone SLW, DeFrancesco C, King CA, et al. : Laboratory Skills Assignments as a Teaching Tool to Develop Undergraduate Chemistry Students’ Conceptual Understanding of Practical Laboratory Skills. J. Chem. Educ. mars 2023; 100 (3): 1138–1148. Publisher Full Text 32. Hofstein A, Lunetta VN: The laboratory in science education: Foundations for the twenty-first century. Sci. Educ. 2004; 88 (1): 28–54. Publisher Full Text 33. Tricot A: L’expérimentation et la démarche scientifique: Réponse à Muriel Grosbois. Rech. En Didact. Lang. Cult. juin 2007; 4 (4). Publisher Full Text 34. Bouzit S, Alami A, Selmaoui S, et al. : Scientific Experiments in Moroccan High Schools Life Science Courses: Constraints and Solutions. Eurasian J. Educ. Res. avr. 2023; 12 (2): 957–966. Publisher Full Text 35. Lougman A, Mourabit ME, Merabet YE: The choice of resources and the investigation process: Case studies in France and Morocco. Edelweiss Appl. Sci. Technol. 2024; 8 (6): 2589–2599. 36. Lahlali A, Chafiq N, Radid M, et al. : The Effect of Integrating Interactive Simulations on the Development of Students’ Motivation, Engagement, Interaction and School Results. Int. J. Emerg. Technol. Learn. juin 2023; 18 (12): 193–207. Publisher Full Text 37. Sanger MJ, Greenbowe TJ: Students’ Misconceptions in Electrochemistry Regarding Current Flow in Electrolyte Solutions and the Salt Bridge. ACS Publications; Consulté le: 3 septembre 2025. Publisher Full Text 38. Alhashem F, Alfailakawi A: Technology-enhanced learning through virtual laboratories in chemistry education. Contemp. Educ. Technol. oct. 2023; 15 (4): ep474. Publisher Full Text 39. Chudaeva E, Soliman L: Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions. Can. J. Learn. Technol. août 2024; 50 (1): 1–30. Publisher Full Text 40. Taylor MV, et al. : Optimising digital twin laboratories with conversational AIs: enhancing immersive training and simulation through virtual reality. Dig. Dis. 2025; 4 (5): 1134–1141. Publisher Full Text 41. Holstein K, Aleven V: Designing for human–AI complementarity in K-12 education. AI Mag. juin 2022; 43 (2): 239–248. Publisher Full Text 42. Zhang X, Ding Y, Huang X, et al. : Smart Classrooms: How Sensors and AI Are Shaping Educational Paradigms. Sensors. août 2024; 24 (17): 5487. PubMed Abstract | Publisher Full Text | Free Full Text 43. Kishor I, Mamodiya U, Almaayah M, et al. : Agentic AI-Enhanced Virtual Reality for Adaptive Immersive Learning Environments. Mesopotamian J. Comput. Sci. oct. 2025; 2025 : 398–416. Publisher Full Text 44. Dimitriadou E, Lanitis A: A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learn. Environ. févr. 2023; 10 (1): 12. PubMed Abstract | Publisher Full Text | Free Full Text 45. Alessi SM, Trollip SR: Computer-based instruction: methods and development. USA: Prentice-Hall, Inc.; 1984. 46. Gredler ME: Games and Simulations and Their Relationships to Learning. Handbook of Research on Educational Communications and Technology. 2 e éd.Routledge; 2004. 47. Jonassen D, Davidson M, Collins M, et al. : Constructivism and computer-mediated communication in distance education. Am. J. Dist. Educ. janv. 1995; 9 (2): 7–26. Publisher Full Text 48. Wilson B, Jonassen D, Cole P: Cognitive Approaches to Instructional Design. 49. Kennepohl DK: Using Computer Simulations to Supplement Teaching Laboratories in Chemistry for Distance Delivery.2001. Consulté le: 3 septembre 2025. Reference Source 50. McKinney WJ: The Educational Use of Computer Based Science Simulations: Some Lessons from the Philosophy of Science. Sci. Educ. nov. 1997; 6 (6): 591–603. Publisher Full Text 51. Beaufils D, Richoux B: Un schéma théorique pour situer les activités avec des logiciels de simulation dans l’enseignement de la physique/A theoretical diagram for scientific activities with simulation software in physics learning.2003. Publisher Full Text 52. Jimoyiannis A, Komis V: Computer simulations in physics teaching and learning: a case study on students’ understanding of trajectory motion. Comput. Educ. févr. 2001; 36 (2): 183–204. Publisher Full Text 53. Lahlali A, et al. : Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts. Int. J. Eng. Pedagogy IJEP. sept. 2023; 13 (6): 90–107. Publisher Full Text 54. Holzinger A, Kickmeier-Rust MD, Wassertheurer S, et al. : Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator. Comput. Educ. févr. 2009; 52 (2): 292–301. Publisher Full Text 55. Hidi S, Renninger KA: The Four-Phase Model of Interest Development. Educ. Psychol. juin 2006; 41 (2): 111–127. Publisher Full Text 56. Chainon D: L’effet de l’expertise sur l’expérience-utilisateur dans le cadre de l’utilisation des Serious Games.2017. 57. Krapp A: Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learn. Instr. août 2002; 12 (4): 383–409. Publisher Full Text 58. Batamuliza J, Habinshuti G, Nkurunziza JB: Students’ perceptions towards the use of computer simulations in teaching and learning of chemistry in lower secondary schools. Chem. Teach. Int. sept. 2024; 6 (3): 281–293. Publisher Full Text 59. Karsli F, Çalik M: Can Freshman Science Student Teachers’ Alternative Conceptions of ‘Electrochemical Cells’ Be Fully Diminished? 60. Garnett PJ, Treagust DF: Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation-reduction equations. J. Res. Sci. Teach. 1992; 29 (2): 121–142. Publisher Full Text 61. Murdock BB: The serial position effect of free recall. J. Exp. Psychol. nov. 1962; 64 (5): 482–488. Publisher Full Text 62. Glanzer M, Cunitz AR: Two storage mechanisms in free recall. J. Verbal Learn. Verbal Behav. août 1966; 5 (4): 351–360. Publisher Full Text 63. Krieglstein F, Beege M, Wesenberg L, et al. : The Distorting Influence of Primacy Effects on Reporting Cognitive Load in Learning Materials of Varying Complexity. Educ. Psychol. Rev. déc. 2024; 37 (1): 2. Publisher Full Text 64. Supasorn S: Grade 12 students’ conceptual understanding and mental models of galvanic cells before and after learning by using small-scale experiments in conjunction with a model kit. Chem. Educ. Res. Pract. 2015; 16 (2): 393–407. Publisher Full Text 65. Sanger MJ, Greenbowe TJ: An Analysis of College Chemistry Textbooks As Sources of Misconceptions and Errors in Electrochemistry. J. Chem. Educ. juin 1999; 76 (6): 853. Publisher Full Text 66. Clark JM, Paivio A: Dual coding theory and education. Educ. Psychol. Rev. sept. 1991; 3 (3): 149–210. Publisher Full Text 67. Mayer RE: The Cambridge Handbook of Multimedia Learning. Cambridge University Press; 2005. 68. Derkach TM: The origin of misconceptions in inorganic chemistry and their correction by computer modelling. J. Phys. Conf. Ser. mars 2021; 1840 (1): 012012. Publisher Full Text 69. Herrington DG, Hilborn SM, Sielaff EN, et al. : ChemSims: using simulations and screencasts to help students develop particle-level understanding of equilibrium in an online environment before and during COVID. Chem. Educ. Res. Pract. 2022; 23 (3): 644–661. Publisher Full Text 70. Watson SW, Dubrovskiy AV, Peters ML: Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation. Chem. Educ. Res. Pract. 2020; 21 (2): 528–535. Publisher Full Text 71. Boukhari S, Sadiq M, Radid M, et al. : The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year. Figshare. 2025. Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 19 Dec 2025 ADD YOUR COMMENT Comment Author details Author details 1 Laboratory of Mathematics, Artificial Intelligence, and Digital Learning, Faculty of Science Ben M'sik, ENS Casablanca, Hassan II University of Casablanca, Casablanca, Morocco 2 Laboratory of Information and Educational Sciences and Technologie, Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, Casablanca, Morocco 3 Laboratory of Computer Science and Modeling, Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, Casablanca, Morocco Safa Boukhari Roles: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Supervision, Validation, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing Mohamed Radid Roles: Data Curation, Formal Analysis, Validation, Visualization Mounir Sadiq Roles: Conceptualization, Data Curation, Supervision, Validation, Visualization Ghizlane Chemsi Roles: Conceptualization, Data Curation, Funding Acquisition, Validation, Visualization Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (2) version 2 Revised Published: 19 May 2026, 14:1413 https://doi.org/10.12688/f1000research.170888.2 version 1 Published: 19 Dec 2025, 14:1413 https://doi.org/10.12688/f1000research.170888.1 Copyright © 2025 Boukhari S et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Boukhari S, Radid M, Sadiq M and Chemsi G. The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.12688/f1000research.170888.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 19 Dec 2025 Views 0 Cite How to cite this report: Mardiah A. Reviewer Report For: The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.5256/f1000research.188400.r461255 ) The direct URL for this report is: https://f1000research.com/articles/14-1413/v1#referee-response-461255 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 20 Mar 2026 Alin Mardiah , Universitas Negeri Jakarta, East Jakarta, Special Capital Region of Jakarta, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.188400.r461255 This manuscript presents a quasi-experimental study examining the impact of interactive numerical simulations (CK-12 platform) on high school students’ understanding of electrochemistry and their situational interest. The study involves a large sample (N = 1,020), divided into experimental and control ... Continue reading READ ALL This manuscript presents a quasi-experimental study examining the impact of interactive numerical simulations (CK-12 platform) on high school students’ understanding of electrochemistry and their situational interest. The study involves a large sample (N = 1,020), divided into experimental and control groups, using a pre-test/post-test design. The findings indicate that students exposed to simulation-based instruction demonstrate statistically significant improvements in academic performance and situational interest compared to those receiving traditional instruction. Additionally, the study reports a reduction in common misconceptions related to electrochemical concepts. The topic is timely and relevant, particularly in the context of increasing integration of digital tools in science education. The manuscript contributes to the growing body of literature on simulation-based learning and its pedagogical value. Major Comments 1. Study Design and Internal Validity The use of a quasi-experimental design with a control group is appropriate; however, there are critical ambiguities regarding group allocation. The manuscript does not clearly state whether participants were randomly assigned. No baseline equivalence analysis (e.g., comparison of pre-test scores between groups) is presented. This raises concerns about selection bias and limits the strength of causal claims. Recommendation: Explicitly describe the allocation procedure (random, cluster, or convenience). Provide statistical evidence of baseline equivalence between groups. 2. Insufficient Description of the Intervention The study refers to the use of a CK-12 electrochemical simulation, but key implementation details are missing, including: Duration and frequency of the intervention Nature of student interaction (guided vs. exploratory) Teacher role and instructional scaffolding Fidelity of implementation across groups Without these details, the study is not fully replicable. Recommendation: Provide a detailed description of: Instructional design and learning sequence Simulation activities and tasks Time-on-task and classroom conditions 3. Measurement Validity and Reliability The manuscript employs the IS2G scale and researcher-developed tests, but: No reliability indices (e.g., Cronbach’s alpha) are reported No validity evidence is provided No justification is given for adapting IS2G to this specific context This weakens confidence in the measurement instruments. Recommendation: Report reliability coefficients for all scales Provide evidence of construct/content validity Clarify whether instruments were piloted or validated in similar contexts 4. Statistical Reporting and Interpretation The statistical analyses (t-test and mixed ANOVA) are generally appropriate; however, reporting is incomplete: Confidence intervals are not provided Effect sizes are reported but not interpreted Assumptions (normality, homogeneity) are not discussed Additionally, the reporting of degrees of freedom in some analyses is unclear. Recommendation: Include confidence intervals and interpret effect sizes Report assumption testing procedures Provide complete statistical outputs (e.g., ANOVA tables) 5. Interpretation of Results and Causal Claims The manuscript occasionally overstates causal conclusions, despite the quasi-experimental design. For example: The use of simulation is presented as definitively improving learning outcomes Generalizations are made beyond the specific context (electrochemistry) Moreover, there is a conceptual inconsistency: The authors acknowledge that simulations do not eliminate misconceptions entirely Yet, conclusions strongly promote simulations as a comprehensive solution Recommendation: Use more cautious language (e.g., “associated with improvements”) Avoid overgeneralization beyond the study context Explicitly acknowledge limitations 6. Consideration of Confounding Variables The manuscript does not sufficiently address potential confounders such as: Teacher differences School context Prior student achievement Classroom environment These factors may influence outcomes independently of the intervention. Recommendation: Discuss potential confounding variables and how they may have affected the results. Minor Comments The introduction is comprehensive but could benefit from greater synthesis of literature rather than descriptive listing. Some terminology (e.g., “ISA dimension”) is not clearly defined when first introduced. Tables (e.g., Table 2 and Table 3) are informative but would benefit from clearer labeling and interpretation within the text. Language is generally clear, though minor grammatical refinements would improve readability. Data Availability The authors provide open access to all underlying data via Figshare, including SPSS files and measurement instruments. This is a significant strength and supports transparency and reproducibility. Conclusions The conclusions are partially supported by the data, but require refinement: Claims of effectiveness are supported by statistical results However, causal interpretations should be moderated due to design limitations Generalizations beyond the study scope should be avoided Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Transformative learning I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Mardiah A. Reviewer Report For: The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.5256/f1000research.188400.r461255 ) The direct URL for this report is: https://f1000research.com/articles/14-1413/v1#referee-response-461255 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 19 May 2026 safa boukhari , Laboratory of Mathematics, Artificial Intelligence, and Digital Learning, Faculty of Science Ben M'sik, ENS Casablanca, Hassan II University of Casablanca, Casablanca, Morocco 19 May 2026 Author Response Thank you for your valuable comments, which will undoubtedly enhance the article. Below are some clarifications regarding your remarks Study design and internal validity: To analyze the ... Continue reading Thank you for your valuable comments, which will undoubtedly enhance the article. Below are some clarifications regarding your remarks Study design and internal validity: To analyze the effect of the simulation on student performance, two groups took the same pre-tests and post-tests. Since participants were randomly assigned to groups, the study relies on gains, which represent the difference between pre-test and post-test scores, which ensures the reliability of the results and avoids any potential disparities among students, particularly regarding their prior knowledge. Analyzing gains allows us to identify the impact of the simulation on student performance without any concerns regarding selection bias. 2. Description of the Intervention: A Reproducible Protocol To ensure the internal validity of the study: both the experimental and control groups followed the same theoretical content on redox reactions; the duration, objectives, and teaching conditions were equivalent; and the only manipulated variable was the use of the CK-12 simulation. Therefore, the intervention was implemented for the benefit of the learners in the experimental group once they had become familiar with the basic concepts in the theoretical course titled: Spontaneous Transformations in Batteries and Energy Production. A- The intervention took place over a one-week period, consisting of 2 sessions; the time actually spent on the simulation was approximately 20 minutes per session. It was conducted in a computer lab where students worked in small groups of 3 to 4 learners. B- The nature of the interaction among students was mixed: an initial guided phase in which students followed structured instructions with guided questions to address, followed by a phase of independent exploration in which they freely manipulated the simulation—for example, observing electron flow and modifying parameters (type of electrodes and solutions). this protocol is part of a constructivist approach in which students construct their own knowledge. C- Teacher’s role and instructional support: The teacher acted as a facilitator and educational mediator: initial presentation of the objectives and the simulation, guiding students during the activity (asking guiding questions, clarifying concepts), and a final summary to consolidate their understanding. Note that the interactive “Electrochemical Cell” simulation is available for free on the CK-12 platform, accompanied by a worksheet containing structured written instructions and guiding questions (to be facilitated by the teacher). This worksheet includes the key question, the corresponding learning objectives, the half-reactions occurring at each electrode, the overall equation for the redox reaction, as well as relevant supplementary information, such as connections to real-world phenomena… This worksheet enables the activity to be conducted in a guided, structured, and reproducible manner. 3 .Validate and fit the measures: The manual uses a performance test developed by the authors. It is noted in the manual (in the section: Measured instruments) that the test items were produced in preparation with the objects of the teaching courses, which were located in the documents in the educational chemistry 2007 in the Physics Institute in Morocco. 1, the test is accessible online doi.org/10.6084/m9.figshare.30257077.v1 To improve the internal situation and individual choices for the serious IS2G games produced by Chainon and others in 2014, the developers of IS2G affirmed that this was the case. It is intended to evaluate the internal situation and individual applications for serious games and all educational activities. The IS2G is widely used for various types of digital activities in an educational context (Chainon, Fenouillet and Heutte, 2014). This model is transversal, applicable to all application situations and does not include any other devices. Don't worry, the child may be transferred to other digital devices (simulation, MOOC, platform, etc.), which often translates to “simulation” or “platform.” The authors provided the coefficients for the different dimensions of situational interest: for Individual Interest II: Cronbach's alpha α ≈ 0.86–0.90, for Situational Interest Activated (ISA): Cronbach's alpha α ≈ 0.85–0.88, and for Situational Interest Maintained (ISM): Cronbach's alpha α ≈ 0.88–0.92. All alphas are > 0.80, which means that the scale has good internal consistency and is reliable for research. 4. Presentation and interpretation of statistical analyses (t-test and mixed ANOVA): The authors neglected to present and interpret all the statistical results. An independent samples t-test was performed to compare the overall gain between the two groups. Levene's test indicates that the assumption of homogeneity of variances is met (F = 0.735; p = 0.391 > 0.05). Therefore, the results corresponding to the assumption of equal variances were retained. The t-test results show a significant difference between the groups, t(1018) = 2.64, p = 0.008. The mean difference observed is 0.036 (SD = 0.0137), with a 95% confidence interval between [0.009; 0.063]. This interval, which does not contain 0, confirms the significance of the difference. The observed effect is small (d = 0.2). A mixed ANOVA (repeated measures of time and between-subjects group) was performed to examine the effect of the intervention on situational and individual interest. Multivariate results, based on Pillai's trace, show a significant effect of time: F(1, 1018) = 63.42, p < 0.001, η²p = 0.059. This can be interpreted as a significant change in interest scores in the pre-test and post-test, independent of group. The results also show a significant interaction effect between time and group: F(1, 1018) = 27.11, p < 0.001, η²p = 0.026. This can be interpreted as a change in interest scores over time that differs significantly between the groups, suggesting an effect of the intervention. Tables containing statistical results can be added. 5. Use of more concise language: The impact of the intervention on performance should be addressed as follows: A comparison of gains between the pre-tests and post-tests in the two groups shows that the use of simulation is associated with significant improvements in learning redox concepts (t(1018) = 2.643, p = 0.008). The persistence of incorrect responses in the post-test in the experimental group indicates that the use of simulation does not completely eliminate all common misconceptions. Analysis of the post-test items revealed an even greater decrease in the percentage of incorrect responses in the experimental group. These results lead to the conclusion that the intervention mitigated misconceptions in the experimental group but does not provide a comprehensive solution. Therefore, the planning, management, and evaluation of learning should focus on addressing the root causes of misconceptions. In other words, relying solely on simulation does not guarantee the complete elimination of misconceptions and deeply ingrained mental models in learners. 6. Addressing Confounding Factors: Confounding factors can be addressed within the scope of this research as follows: While the results of this study suggest a positive effect of using the CK-12 electrochemical simulation on student comprehension, it is important to recognize that several potential confounding factors could have influenced these results. Among these, differences among teachers, in terms of teaching style and experience, can modulate the effectiveness of the intervention independently of the simulation. Furthermore, the school context, including class size, available resources, and type of institution, as well as students' prior achievement level in chemistry or mathematics, can also play a significant role. The physical environment of the classroom, such as ambient noise or the availability of computer equipment, is another factor that can affect student engagement and concentration. Although the study sought to standardize the intervention through identical instructions and objectives, these confounding variables could explain some of the observed variance. Therefore, future research would recommend measuring and controlling these factors in order to more precisely isolate the effect of simulation on learning. Thank you for your valuable comments, which will undoubtedly enhance the article. Below are some clarifications regarding your remarks Study design and internal validity: To analyze the effect of the simulation on student performance, two groups took the same pre-tests and post-tests. Since participants were randomly assigned to groups, the study relies on gains, which represent the difference between pre-test and post-test scores, which ensures the reliability of the results and avoids any potential disparities among students, particularly regarding their prior knowledge. Analyzing gains allows us to identify the impact of the simulation on student performance without any concerns regarding selection bias. 2. Description of the Intervention: A Reproducible Protocol To ensure the internal validity of the study: both the experimental and control groups followed the same theoretical content on redox reactions; the duration, objectives, and teaching conditions were equivalent; and the only manipulated variable was the use of the CK-12 simulation. Therefore, the intervention was implemented for the benefit of the learners in the experimental group once they had become familiar with the basic concepts in the theoretical course titled: Spontaneous Transformations in Batteries and Energy Production. A- The intervention took place over a one-week period, consisting of 2 sessions; the time actually spent on the simulation was approximately 20 minutes per session. It was conducted in a computer lab where students worked in small groups of 3 to 4 learners. B- The nature of the interaction among students was mixed: an initial guided phase in which students followed structured instructions with guided questions to address, followed by a phase of independent exploration in which they freely manipulated the simulation—for example, observing electron flow and modifying parameters (type of electrodes and solutions). this protocol is part of a constructivist approach in which students construct their own knowledge. C- Teacher’s role and instructional support: The teacher acted as a facilitator and educational mediator: initial presentation of the objectives and the simulation, guiding students during the activity (asking guiding questions, clarifying concepts), and a final summary to consolidate their understanding. Note that the interactive “Electrochemical Cell” simulation is available for free on the CK-12 platform, accompanied by a worksheet containing structured written instructions and guiding questions (to be facilitated by the teacher). This worksheet includes the key question, the corresponding learning objectives, the half-reactions occurring at each electrode, the overall equation for the redox reaction, as well as relevant supplementary information, such as connections to real-world phenomena… This worksheet enables the activity to be conducted in a guided, structured, and reproducible manner. 3 .Validate and fit the measures: The manual uses a performance test developed by the authors. It is noted in the manual (in the section: Measured instruments) that the test items were produced in preparation with the objects of the teaching courses, which were located in the documents in the educational chemistry 2007 in the Physics Institute in Morocco. 1, the test is accessible online doi.org/10.6084/m9.figshare.30257077.v1 To improve the internal situation and individual choices for the serious IS2G games produced by Chainon and others in 2014, the developers of IS2G affirmed that this was the case. It is intended to evaluate the internal situation and individual applications for serious games and all educational activities. The IS2G is widely used for various types of digital activities in an educational context (Chainon, Fenouillet and Heutte, 2014). This model is transversal, applicable to all application situations and does not include any other devices. Don't worry, the child may be transferred to other digital devices (simulation, MOOC, platform, etc.), which often translates to “simulation” or “platform.” The authors provided the coefficients for the different dimensions of situational interest: for Individual Interest II: Cronbach's alpha α ≈ 0.86–0.90, for Situational Interest Activated (ISA): Cronbach's alpha α ≈ 0.85–0.88, and for Situational Interest Maintained (ISM): Cronbach's alpha α ≈ 0.88–0.92. All alphas are > 0.80, which means that the scale has good internal consistency and is reliable for research. 4. Presentation and interpretation of statistical analyses (t-test and mixed ANOVA): The authors neglected to present and interpret all the statistical results. An independent samples t-test was performed to compare the overall gain between the two groups. Levene's test indicates that the assumption of homogeneity of variances is met (F = 0.735; p = 0.391 > 0.05). Therefore, the results corresponding to the assumption of equal variances were retained. The t-test results show a significant difference between the groups, t(1018) = 2.64, p = 0.008. The mean difference observed is 0.036 (SD = 0.0137), with a 95% confidence interval between [0.009; 0.063]. This interval, which does not contain 0, confirms the significance of the difference. The observed effect is small (d = 0.2). A mixed ANOVA (repeated measures of time and between-subjects group) was performed to examine the effect of the intervention on situational and individual interest. Multivariate results, based on Pillai's trace, show a significant effect of time: F(1, 1018) = 63.42, p < 0.001, η²p = 0.059. This can be interpreted as a significant change in interest scores in the pre-test and post-test, independent of group. The results also show a significant interaction effect between time and group: F(1, 1018) = 27.11, p < 0.001, η²p = 0.026. This can be interpreted as a change in interest scores over time that differs significantly between the groups, suggesting an effect of the intervention. Tables containing statistical results can be added. 5. Use of more concise language: The impact of the intervention on performance should be addressed as follows: A comparison of gains between the pre-tests and post-tests in the two groups shows that the use of simulation is associated with significant improvements in learning redox concepts (t(1018) = 2.643, p = 0.008). The persistence of incorrect responses in the post-test in the experimental group indicates that the use of simulation does not completely eliminate all common misconceptions. Analysis of the post-test items revealed an even greater decrease in the percentage of incorrect responses in the experimental group. These results lead to the conclusion that the intervention mitigated misconceptions in the experimental group but does not provide a comprehensive solution. Therefore, the planning, management, and evaluation of learning should focus on addressing the root causes of misconceptions. In other words, relying solely on simulation does not guarantee the complete elimination of misconceptions and deeply ingrained mental models in learners. 6. Addressing Confounding Factors: Confounding factors can be addressed within the scope of this research as follows: While the results of this study suggest a positive effect of using the CK-12 electrochemical simulation on student comprehension, it is important to recognize that several potential confounding factors could have influenced these results. Among these, differences among teachers, in terms of teaching style and experience, can modulate the effectiveness of the intervention independently of the simulation. Furthermore, the school context, including class size, available resources, and type of institution, as well as students' prior achievement level in chemistry or mathematics, can also play a significant role. The physical environment of the classroom, such as ambient noise or the availability of computer equipment, is another factor that can affect student engagement and concentration. Although the study sought to standardize the intervention through identical instructions and objectives, these confounding variables could explain some of the observed variance. Therefore, future research would recommend measuring and controlling these factors in order to more precisely isolate the effect of simulation on learning. Competing Interests: Aucun conflit d'intérêts n'a été déclaré. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 19 May 2026 safa boukhari , Laboratory of Mathematics, Artificial Intelligence, and Digital Learning, Faculty of Science Ben M'sik, ENS Casablanca, Hassan II University of Casablanca, Casablanca, Morocco 19 May 2026 Author Response Thank you for your valuable comments, which will undoubtedly enhance the article. Below are some clarifications regarding your remarks Study design and internal validity: To analyze the ... Continue reading Thank you for your valuable comments, which will undoubtedly enhance the article. Below are some clarifications regarding your remarks Study design and internal validity: To analyze the effect of the simulation on student performance, two groups took the same pre-tests and post-tests. Since participants were randomly assigned to groups, the study relies on gains, which represent the difference between pre-test and post-test scores, which ensures the reliability of the results and avoids any potential disparities among students, particularly regarding their prior knowledge. Analyzing gains allows us to identify the impact of the simulation on student performance without any concerns regarding selection bias. 2. Description of the Intervention: A Reproducible Protocol To ensure the internal validity of the study: both the experimental and control groups followed the same theoretical content on redox reactions; the duration, objectives, and teaching conditions were equivalent; and the only manipulated variable was the use of the CK-12 simulation. Therefore, the intervention was implemented for the benefit of the learners in the experimental group once they had become familiar with the basic concepts in the theoretical course titled: Spontaneous Transformations in Batteries and Energy Production. A- The intervention took place over a one-week period, consisting of 2 sessions; the time actually spent on the simulation was approximately 20 minutes per session. It was conducted in a computer lab where students worked in small groups of 3 to 4 learners. B- The nature of the interaction among students was mixed: an initial guided phase in which students followed structured instructions with guided questions to address, followed by a phase of independent exploration in which they freely manipulated the simulation—for example, observing electron flow and modifying parameters (type of electrodes and solutions). this protocol is part of a constructivist approach in which students construct their own knowledge. C- Teacher’s role and instructional support: The teacher acted as a facilitator and educational mediator: initial presentation of the objectives and the simulation, guiding students during the activity (asking guiding questions, clarifying concepts), and a final summary to consolidate their understanding. Note that the interactive “Electrochemical Cell” simulation is available for free on the CK-12 platform, accompanied by a worksheet containing structured written instructions and guiding questions (to be facilitated by the teacher). This worksheet includes the key question, the corresponding learning objectives, the half-reactions occurring at each electrode, the overall equation for the redox reaction, as well as relevant supplementary information, such as connections to real-world phenomena… This worksheet enables the activity to be conducted in a guided, structured, and reproducible manner. 3 .Validate and fit the measures: The manual uses a performance test developed by the authors. It is noted in the manual (in the section: Measured instruments) that the test items were produced in preparation with the objects of the teaching courses, which were located in the documents in the educational chemistry 2007 in the Physics Institute in Morocco. 1, the test is accessible online doi.org/10.6084/m9.figshare.30257077.v1 To improve the internal situation and individual choices for the serious IS2G games produced by Chainon and others in 2014, the developers of IS2G affirmed that this was the case. It is intended to evaluate the internal situation and individual applications for serious games and all educational activities. The IS2G is widely used for various types of digital activities in an educational context (Chainon, Fenouillet and Heutte, 2014). This model is transversal, applicable to all application situations and does not include any other devices. Don't worry, the child may be transferred to other digital devices (simulation, MOOC, platform, etc.), which often translates to “simulation” or “platform.” The authors provided the coefficients for the different dimensions of situational interest: for Individual Interest II: Cronbach's alpha α ≈ 0.86–0.90, for Situational Interest Activated (ISA): Cronbach's alpha α ≈ 0.85–0.88, and for Situational Interest Maintained (ISM): Cronbach's alpha α ≈ 0.88–0.92. All alphas are > 0.80, which means that the scale has good internal consistency and is reliable for research. 4. Presentation and interpretation of statistical analyses (t-test and mixed ANOVA): The authors neglected to present and interpret all the statistical results. An independent samples t-test was performed to compare the overall gain between the two groups. Levene's test indicates that the assumption of homogeneity of variances is met (F = 0.735; p = 0.391 > 0.05). Therefore, the results corresponding to the assumption of equal variances were retained. The t-test results show a significant difference between the groups, t(1018) = 2.64, p = 0.008. The mean difference observed is 0.036 (SD = 0.0137), with a 95% confidence interval between [0.009; 0.063]. This interval, which does not contain 0, confirms the significance of the difference. The observed effect is small (d = 0.2). A mixed ANOVA (repeated measures of time and between-subjects group) was performed to examine the effect of the intervention on situational and individual interest. Multivariate results, based on Pillai's trace, show a significant effect of time: F(1, 1018) = 63.42, p < 0.001, η²p = 0.059. This can be interpreted as a significant change in interest scores in the pre-test and post-test, independent of group. The results also show a significant interaction effect between time and group: F(1, 1018) = 27.11, p < 0.001, η²p = 0.026. This can be interpreted as a change in interest scores over time that differs significantly between the groups, suggesting an effect of the intervention. Tables containing statistical results can be added. 5. Use of more concise language: The impact of the intervention on performance should be addressed as follows: A comparison of gains between the pre-tests and post-tests in the two groups shows that the use of simulation is associated with significant improvements in learning redox concepts (t(1018) = 2.643, p = 0.008). The persistence of incorrect responses in the post-test in the experimental group indicates that the use of simulation does not completely eliminate all common misconceptions. Analysis of the post-test items revealed an even greater decrease in the percentage of incorrect responses in the experimental group. These results lead to the conclusion that the intervention mitigated misconceptions in the experimental group but does not provide a comprehensive solution. Therefore, the planning, management, and evaluation of learning should focus on addressing the root causes of misconceptions. In other words, relying solely on simulation does not guarantee the complete elimination of misconceptions and deeply ingrained mental models in learners. 6. Addressing Confounding Factors: Confounding factors can be addressed within the scope of this research as follows: While the results of this study suggest a positive effect of using the CK-12 electrochemical simulation on student comprehension, it is important to recognize that several potential confounding factors could have influenced these results. Among these, differences among teachers, in terms of teaching style and experience, can modulate the effectiveness of the intervention independently of the simulation. Furthermore, the school context, including class size, available resources, and type of institution, as well as students' prior achievement level in chemistry or mathematics, can also play a significant role. The physical environment of the classroom, such as ambient noise or the availability of computer equipment, is another factor that can affect student engagement and concentration. Although the study sought to standardize the intervention through identical instructions and objectives, these confounding variables could explain some of the observed variance. Therefore, future research would recommend measuring and controlling these factors in order to more precisely isolate the effect of simulation on learning. Thank you for your valuable comments, which will undoubtedly enhance the article. Below are some clarifications regarding your remarks Study design and internal validity: To analyze the effect of the simulation on student performance, two groups took the same pre-tests and post-tests. Since participants were randomly assigned to groups, the study relies on gains, which represent the difference between pre-test and post-test scores, which ensures the reliability of the results and avoids any potential disparities among students, particularly regarding their prior knowledge. Analyzing gains allows us to identify the impact of the simulation on student performance without any concerns regarding selection bias. 2. Description of the Intervention: A Reproducible Protocol To ensure the internal validity of the study: both the experimental and control groups followed the same theoretical content on redox reactions; the duration, objectives, and teaching conditions were equivalent; and the only manipulated variable was the use of the CK-12 simulation. Therefore, the intervention was implemented for the benefit of the learners in the experimental group once they had become familiar with the basic concepts in the theoretical course titled: Spontaneous Transformations in Batteries and Energy Production. A- The intervention took place over a one-week period, consisting of 2 sessions; the time actually spent on the simulation was approximately 20 minutes per session. It was conducted in a computer lab where students worked in small groups of 3 to 4 learners. B- The nature of the interaction among students was mixed: an initial guided phase in which students followed structured instructions with guided questions to address, followed by a phase of independent exploration in which they freely manipulated the simulation—for example, observing electron flow and modifying parameters (type of electrodes and solutions). this protocol is part of a constructivist approach in which students construct their own knowledge. C- Teacher’s role and instructional support: The teacher acted as a facilitator and educational mediator: initial presentation of the objectives and the simulation, guiding students during the activity (asking guiding questions, clarifying concepts), and a final summary to consolidate their understanding. Note that the interactive “Electrochemical Cell” simulation is available for free on the CK-12 platform, accompanied by a worksheet containing structured written instructions and guiding questions (to be facilitated by the teacher). This worksheet includes the key question, the corresponding learning objectives, the half-reactions occurring at each electrode, the overall equation for the redox reaction, as well as relevant supplementary information, such as connections to real-world phenomena… This worksheet enables the activity to be conducted in a guided, structured, and reproducible manner. 3 .Validate and fit the measures: The manual uses a performance test developed by the authors. It is noted in the manual (in the section: Measured instruments) that the test items were produced in preparation with the objects of the teaching courses, which were located in the documents in the educational chemistry 2007 in the Physics Institute in Morocco. 1, the test is accessible online doi.org/10.6084/m9.figshare.30257077.v1 To improve the internal situation and individual choices for the serious IS2G games produced by Chainon and others in 2014, the developers of IS2G affirmed that this was the case. It is intended to evaluate the internal situation and individual applications for serious games and all educational activities. The IS2G is widely used for various types of digital activities in an educational context (Chainon, Fenouillet and Heutte, 2014). This model is transversal, applicable to all application situations and does not include any other devices. Don't worry, the child may be transferred to other digital devices (simulation, MOOC, platform, etc.), which often translates to “simulation” or “platform.” The authors provided the coefficients for the different dimensions of situational interest: for Individual Interest II: Cronbach's alpha α ≈ 0.86–0.90, for Situational Interest Activated (ISA): Cronbach's alpha α ≈ 0.85–0.88, and for Situational Interest Maintained (ISM): Cronbach's alpha α ≈ 0.88–0.92. All alphas are > 0.80, which means that the scale has good internal consistency and is reliable for research. 4. Presentation and interpretation of statistical analyses (t-test and mixed ANOVA): The authors neglected to present and interpret all the statistical results. An independent samples t-test was performed to compare the overall gain between the two groups. Levene's test indicates that the assumption of homogeneity of variances is met (F = 0.735; p = 0.391 > 0.05). Therefore, the results corresponding to the assumption of equal variances were retained. The t-test results show a significant difference between the groups, t(1018) = 2.64, p = 0.008. The mean difference observed is 0.036 (SD = 0.0137), with a 95% confidence interval between [0.009; 0.063]. This interval, which does not contain 0, confirms the significance of the difference. The observed effect is small (d = 0.2). A mixed ANOVA (repeated measures of time and between-subjects group) was performed to examine the effect of the intervention on situational and individual interest. Multivariate results, based on Pillai's trace, show a significant effect of time: F(1, 1018) = 63.42, p < 0.001, η²p = 0.059. This can be interpreted as a significant change in interest scores in the pre-test and post-test, independent of group. The results also show a significant interaction effect between time and group: F(1, 1018) = 27.11, p < 0.001, η²p = 0.026. This can be interpreted as a change in interest scores over time that differs significantly between the groups, suggesting an effect of the intervention. Tables containing statistical results can be added. 5. Use of more concise language: The impact of the intervention on performance should be addressed as follows: A comparison of gains between the pre-tests and post-tests in the two groups shows that the use of simulation is associated with significant improvements in learning redox concepts (t(1018) = 2.643, p = 0.008). The persistence of incorrect responses in the post-test in the experimental group indicates that the use of simulation does not completely eliminate all common misconceptions. Analysis of the post-test items revealed an even greater decrease in the percentage of incorrect responses in the experimental group. These results lead to the conclusion that the intervention mitigated misconceptions in the experimental group but does not provide a comprehensive solution. Therefore, the planning, management, and evaluation of learning should focus on addressing the root causes of misconceptions. In other words, relying solely on simulation does not guarantee the complete elimination of misconceptions and deeply ingrained mental models in learners. 6. Addressing Confounding Factors: Confounding factors can be addressed within the scope of this research as follows: While the results of this study suggest a positive effect of using the CK-12 electrochemical simulation on student comprehension, it is important to recognize that several potential confounding factors could have influenced these results. Among these, differences among teachers, in terms of teaching style and experience, can modulate the effectiveness of the intervention independently of the simulation. Furthermore, the school context, including class size, available resources, and type of institution, as well as students' prior achievement level in chemistry or mathematics, can also play a significant role. The physical environment of the classroom, such as ambient noise or the availability of computer equipment, is another factor that can affect student engagement and concentration. Although the study sought to standardize the intervention through identical instructions and objectives, these confounding variables could explain some of the observed variance. Therefore, future research would recommend measuring and controlling these factors in order to more precisely isolate the effect of simulation on learning. Competing Interests: Aucun conflit d'intérêts n'a été déclaré. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Chukwunazo OM. Reviewer Report For: The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.5256/f1000research.188400.r458002 ) The direct URL for this report is: https://f1000research.com/articles/14-1413/v1#referee-response-458002 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 26 Feb 2026 Obikezie Maxwell Chukwunazo , Nnamdi Azikiwe University, Awka, Anambra, Nigeria Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.188400.r458002 Abstract The study investigates whether teaching electrochemistry concepts through numerical simulation enhances students’ situational interest and academic performance. It involved 1,020 secondary-school students, divided into an experimental group (simulation-based instruction) and a control group, employing a pre-test/post-test design to ... Continue reading READ ALL Abstract The study investigates whether teaching electrochemistry concepts through numerical simulation enhances students’ situational interest and academic performance. It involved 1,020 secondary-school students, divided into an experimental group (simulation-based instruction) and a control group, employing a pre-test/post-test design to assess changes over time. Key results indicate the experimental group achieved a statistically significant improvement in mean post-test scores relative to the control group (t(1018) = 2.643, p = 0.008), and demonstrated a reduction in misconceptions, as evidenced by fewer incorrect answers. The Situational Interest (IS2G) measure revealed a significant time-by-group interaction (F(1, unknown df) = 27.11, p ≤ 0.001, ηp² = 0.026), suggesting that the simulation increased student situational interest. The authors conclude that interactive numerical simulations are a promising approach for improving electrochemistry understanding and stimulating student interest. Scientific Soundness: Key Strengths and Gaps Strengths include a large sample size and a pre-test/post-test design with a control group, enabling examination of changes over time and suggesting causal inferences about the intervention’s effects. Using multiple outcomes (conceptual performance, misconceptions, situational interest) provides a comprehensive view of impact. Gaps and remedies: Randomization and equivalence: The abstract does not specify randomization. If randomization was not used, the study should justify the assignment method and show baseline equivalence analyses to rule out selection bias. Intervention details: Critical information about the simulation (software, content, duration, frequency, fidelity checks) is missing and should be provided to enable replication. Measurement validity: Details on the validity and reliability of the pre/post assessments and the IS2G scale are absent. Validity evidence and reliability metrics should be reported. Statistical reporting: Degrees of freedom for the IS2G interaction, exact group sizes, and assumptions checks are unclear. Full reporting of effect sizes (e.g., Cohen’s d, partial eta-squared) and confidence intervals is needed. Attrition and generalizability: Information on participant retention and the study’s ecological validity (grade level, location, school types) is necessary. Ethics: The abstract omits consent and approvals; these must be declared for research with minors. Actions for strengthening the article Clarify design: State randomization method or justify non-random allocation; present baseline equivalence tests. Elaborate intervention: Describe the numerical simulation in detail, including duration, frequency, and fidelity measures. Validate measures: Provide reliability and validity data for tests and the IS2G scale; consider using established instruments. Expand statistics: Report exact n per group, change-score analyses, effect sizes, confidence intervals, and assumption checks. Address generalizability and ethics: Include participant demographics, school contexts, and ethical approvals. Three to five practical recommendations for authors Pre-register hypotheses and analysis plans to bolster credibility. Include a robust fidelity checklist and provide materials to facilitate replication. Present complete statistical results, with effect sizes and confidence intervals, and discuss limitations openly Introduction The introduction argues that advances in technology and digital tools such as animations, virtual laboratories, and AI-enabled simulations offer promising solutions for teaching electrochemistry, a field described as conceptually abstract and demanding. It contends that digital approaches can enhance conceptual understanding and boost situational interest, addressing practical barriers to hands-on experiments (resources, time, teacher training), especially in developing contexts like Morocco. The inferred research aim is to examine whether interactive numerical simulations improve students’ electrochemistry concept mastery, raise situational interest, and identify learning obstacles (e.g., abstractness, accessibility) that simulations might mitigate. Theoretical framing centers on interest-based learning as crucial for academic success and cognitive elaboration, differentiating conceptual difficulties (misconceptions about oxidation-reduction) from procedural ones (balancing redox reactions). The educational technology context positions animations, virtual laboratories, and immersive AI environments as potential remedies for resource constraints and cognitive overload. The introduction highlights global and local considerations, including resource constraints, digital divide, policy, and institutional support, and suggests digital simulations as scalable means to approximate hands-on learning. Anticipated contributions include empirical insights into how simulations affect conceptual understanding and situational interest, and mapping obstacles simulations can alleviate, while noting areas for future work such as rigorous design, measurement validity, and ethical considerations. The theoretical framework Core idea: Interactive digital simulations, as simplified computer models, align with constructivist learning by centering the learner and enabling exploration of authentic situations. Simulations offer a safer, time-efficient, and visually accessible means to grasp abstract electrochemistry concepts (e.g., redox, electron transfer) and microscopic processes that are hard to visualize on paper. Specific tool: CK-12 interactive simulations for Electrochemical Cells, with guided worksheets that link half-reactions to observable outcomes (e.g., lamp lighting). Students can manipulate electrode materials to observe effects, reinforcing connections between theory and phenomena. Learning benefits: Enhanced visualization of abstract concepts, engagement through variable manipulation, and promotion of metacognitive reflection as students explore input changes. Situational interest: Framed as content- and context-specific motivation generated by the learning activity itself, distinguishing from more global, enduring interests potentially influenced by external factors. Considerations for practice: Emphasizes immediate classroom relevance and accessibility, noting digital simulations’ potential to mitigate resource constraints and cognitive overload in electrochemistry education. Methodology The design lacks clarity on randomization (cluster vs. individual) and allocation concealment, risking selection bias. Although ethical approval and consent are stated, no details on attrition or handling missing data are provided. The CK-12 simulation’s exact content, duration, and fidelity checks are omitted, hindering replication. IS2G validity for electrochemistry contexts is not established here. Report group sizes, pre-post gain scores, and effect sizes. Ensure proper randomization, fidelity monitoring, validated instruments, and transparent data handling for scientific soundness. Conclusion The conclusion overstates causality given a quasi-experimental design and lacks effect sizes, confidence intervals, and sample-by-sample reporting. It claims “ISA dimension” most influenced without defining/identifying which dimension or providing stats. It notes misconceptions persist yet endorses simulations as sufficient to eliminate them, which is unsupported. Key missing points: explicit group sizes, attrition, fidelity of the CK-12 tool, validation of IS2G in electrochemistry, and consideration of learner diversity. Recommend cautious causal language and rigorous reporting of effect sizes, validity, and limitations. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Science Education, Chemistry Education and General Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Chukwunazo OM. Reviewer Report For: The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.5256/f1000research.188400.r458002 ) The direct URL for this report is: https://f1000research.com/articles/14-1413/v1#referee-response-458002 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 19 Dec 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 2 (revision) 19 May 26 Version 1 19 Dec 25 read read Obikezie Maxwell Chukwunazo , Nnamdi Azikiwe University, Awka, Nigeria Alin Mardiah , Universitas Negeri Jakarta, East Jakarta, Indonesia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Mardiah A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 20 Mar 2026 | for Version 1 Alin Mardiah , Universitas Negeri Jakarta, East Jakarta, Special Capital Region of Jakarta, Indonesia 0 Views copyright © 2026 Mardiah A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This manuscript presents a quasi-experimental study examining the impact of interactive numerical simulations (CK-12 platform) on high school students’ understanding of electrochemistry and their situational interest. The study involves a large sample (N = 1,020), divided into experimental and control groups, using a pre-test/post-test design. The findings indicate that students exposed to simulation-based instruction demonstrate statistically significant improvements in academic performance and situational interest compared to those receiving traditional instruction. Additionally, the study reports a reduction in common misconceptions related to electrochemical concepts. The topic is timely and relevant, particularly in the context of increasing integration of digital tools in science education. The manuscript contributes to the growing body of literature on simulation-based learning and its pedagogical value. Major Comments 1. Study Design and Internal Validity The use of a quasi-experimental design with a control group is appropriate; however, there are critical ambiguities regarding group allocation. The manuscript does not clearly state whether participants were randomly assigned. No baseline equivalence analysis (e.g., comparison of pre-test scores between groups) is presented. This raises concerns about selection bias and limits the strength of causal claims. Recommendation: Explicitly describe the allocation procedure (random, cluster, or convenience). Provide statistical evidence of baseline equivalence between groups. 2. Insufficient Description of the Intervention The study refers to the use of a CK-12 electrochemical simulation, but key implementation details are missing, including: Duration and frequency of the intervention Nature of student interaction (guided vs. exploratory) Teacher role and instructional scaffolding Fidelity of implementation across groups Without these details, the study is not fully replicable. Recommendation: Provide a detailed description of: Instructional design and learning sequence Simulation activities and tasks Time-on-task and classroom conditions 3. Measurement Validity and Reliability The manuscript employs the IS2G scale and researcher-developed tests, but: No reliability indices (e.g., Cronbach’s alpha) are reported No validity evidence is provided No justification is given for adapting IS2G to this specific context This weakens confidence in the measurement instruments. Recommendation: Report reliability coefficients for all scales Provide evidence of construct/content validity Clarify whether instruments were piloted or validated in similar contexts 4. Statistical Reporting and Interpretation The statistical analyses (t-test and mixed ANOVA) are generally appropriate; however, reporting is incomplete: Confidence intervals are not provided Effect sizes are reported but not interpreted Assumptions (normality, homogeneity) are not discussed Additionally, the reporting of degrees of freedom in some analyses is unclear. Recommendation: Include confidence intervals and interpret effect sizes Report assumption testing procedures Provide complete statistical outputs (e.g., ANOVA tables) 5. Interpretation of Results and Causal Claims The manuscript occasionally overstates causal conclusions, despite the quasi-experimental design. For example: The use of simulation is presented as definitively improving learning outcomes Generalizations are made beyond the specific context (electrochemistry) Moreover, there is a conceptual inconsistency: The authors acknowledge that simulations do not eliminate misconceptions entirely Yet, conclusions strongly promote simulations as a comprehensive solution Recommendation: Use more cautious language (e.g., “associated with improvements”) Avoid overgeneralization beyond the study context Explicitly acknowledge limitations 6. Consideration of Confounding Variables The manuscript does not sufficiently address potential confounders such as: Teacher differences School context Prior student achievement Classroom environment These factors may influence outcomes independently of the intervention. Recommendation: Discuss potential confounding variables and how they may have affected the results. Minor Comments The introduction is comprehensive but could benefit from greater synthesis of literature rather than descriptive listing. Some terminology (e.g., “ISA dimension”) is not clearly defined when first introduced. Tables (e.g., Table 2 and Table 3) are informative but would benefit from clearer labeling and interpretation within the text. Language is generally clear, though minor grammatical refinements would improve readability. Data Availability The authors provide open access to all underlying data via Figshare, including SPSS files and measurement instruments. This is a significant strength and supports transparency and reproducibility. Conclusions The conclusions are partially supported by the data, but require refinement: Claims of effectiveness are supported by statistical results However, causal interpretations should be moderated due to design limitations Generalizations beyond the study scope should be avoided Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Transformative learning I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 19 May 2026 safa boukhari, Laboratory of Mathematics, Artificial Intelligence, and Digital Learning, Faculty of Science Ben M'sik, ENS Casablanca, Hassan II University of Casablanca, Casablanca, Morocco Thank you for your valuable comments, which will undoubtedly enhance the article. Below are some clarifications regarding your remarks Study design and internal validity: To analyze the effect of the simulation on student performance, two groups took the same pre-tests and post-tests. Since participants were randomly assigned to groups, the study relies on gains, which represent the difference between pre-test and post-test scores, which ensures the reliability of the results and avoids any potential disparities among students, particularly regarding their prior knowledge. Analyzing gains allows us to identify the impact of the simulation on student performance without any concerns regarding selection bias. 2. Description of the Intervention: A Reproducible Protocol To ensure the internal validity of the study: both the experimental and control groups followed the same theoretical content on redox reactions; the duration, objectives, and teaching conditions were equivalent; and the only manipulated variable was the use of the CK-12 simulation. Therefore, the intervention was implemented for the benefit of the learners in the experimental group once they had become familiar with the basic concepts in the theoretical course titled: Spontaneous Transformations in Batteries and Energy Production. A- The intervention took place over a one-week period, consisting of 2 sessions; the time actually spent on the simulation was approximately 20 minutes per session. It was conducted in a computer lab where students worked in small groups of 3 to 4 learners. B- The nature of the interaction among students was mixed: an initial guided phase in which students followed structured instructions with guided questions to address, followed by a phase of independent exploration in which they freely manipulated the simulation—for example, observing electron flow and modifying parameters (type of electrodes and solutions). this protocol is part of a constructivist approach in which students construct their own knowledge. C- Teacher’s role and instructional support: The teacher acted as a facilitator and educational mediator: initial presentation of the objectives and the simulation, guiding students during the activity (asking guiding questions, clarifying concepts), and a final summary to consolidate their understanding. Note that the interactive “Electrochemical Cell” simulation is available for free on the CK-12 platform, accompanied by a worksheet containing structured written instructions and guiding questions (to be facilitated by the teacher). This worksheet includes the key question, the corresponding learning objectives, the half-reactions occurring at each electrode, the overall equation for the redox reaction, as well as relevant supplementary information, such as connections to real-world phenomena… This worksheet enables the activity to be conducted in a guided, structured, and reproducible manner. 3 .Validate and fit the measures: The manual uses a performance test developed by the authors. It is noted in the manual (in the section: Measured instruments) that the test items were produced in preparation with the objects of the teaching courses, which were located in the documents in the educational chemistry 2007 in the Physics Institute in Morocco. 1, the test is accessible online doi.org/10.6084/m9.figshare.30257077.v1 To improve the internal situation and individual choices for the serious IS2G games produced by Chainon and others in 2014, the developers of IS2G affirmed that this was the case. It is intended to evaluate the internal situation and individual applications for serious games and all educational activities. The IS2G is widely used for various types of digital activities in an educational context (Chainon, Fenouillet and Heutte, 2014). This model is transversal, applicable to all application situations and does not include any other devices. Don't worry, the child may be transferred to other digital devices (simulation, MOOC, platform, etc.), which often translates to “simulation” or “platform.” The authors provided the coefficients for the different dimensions of situational interest: for Individual Interest II: Cronbach's alpha α ≈ 0.86–0.90, for Situational Interest Activated (ISA): Cronbach's alpha α ≈ 0.85–0.88, and for Situational Interest Maintained (ISM): Cronbach's alpha α ≈ 0.88–0.92. All alphas are > 0.80, which means that the scale has good internal consistency and is reliable for research. 4. Presentation and interpretation of statistical analyses (t-test and mixed ANOVA): The authors neglected to present and interpret all the statistical results. An independent samples t-test was performed to compare the overall gain between the two groups. Levene's test indicates that the assumption of homogeneity of variances is met (F = 0.735; p = 0.391 > 0.05). Therefore, the results corresponding to the assumption of equal variances were retained. The t-test results show a significant difference between the groups, t(1018) = 2.64, p = 0.008. The mean difference observed is 0.036 (SD = 0.0137), with a 95% confidence interval between [0.009; 0.063]. This interval, which does not contain 0, confirms the significance of the difference. The observed effect is small (d = 0.2). A mixed ANOVA (repeated measures of time and between-subjects group) was performed to examine the effect of the intervention on situational and individual interest. Multivariate results, based on Pillai's trace, show a significant effect of time: F(1, 1018) = 63.42, p < 0.001, η²p = 0.059. This can be interpreted as a significant change in interest scores in the pre-test and post-test, independent of group. The results also show a significant interaction effect between time and group: F(1, 1018) = 27.11, p < 0.001, η²p = 0.026. This can be interpreted as a change in interest scores over time that differs significantly between the groups, suggesting an effect of the intervention. Tables containing statistical results can be added. 5. Use of more concise language: The impact of the intervention on performance should be addressed as follows: A comparison of gains between the pre-tests and post-tests in the two groups shows that the use of simulation is associated with significant improvements in learning redox concepts (t(1018) = 2.643, p = 0.008). The persistence of incorrect responses in the post-test in the experimental group indicates that the use of simulation does not completely eliminate all common misconceptions. Analysis of the post-test items revealed an even greater decrease in the percentage of incorrect responses in the experimental group. These results lead to the conclusion that the intervention mitigated misconceptions in the experimental group but does not provide a comprehensive solution. Therefore, the planning, management, and evaluation of learning should focus on addressing the root causes of misconceptions. In other words, relying solely on simulation does not guarantee the complete elimination of misconceptions and deeply ingrained mental models in learners. 6. Addressing Confounding Factors: Confounding factors can be addressed within the scope of this research as follows: While the results of this study suggest a positive effect of using the CK-12 electrochemical simulation on student comprehension, it is important to recognize that several potential confounding factors could have influenced these results. Among these, differences among teachers, in terms of teaching style and experience, can modulate the effectiveness of the intervention independently of the simulation. Furthermore, the school context, including class size, available resources, and type of institution, as well as students' prior achievement level in chemistry or mathematics, can also play a significant role. The physical environment of the classroom, such as ambient noise or the availability of computer equipment, is another factor that can affect student engagement and concentration. Although the study sought to standardize the intervention through identical instructions and objectives, these confounding variables could explain some of the observed variance. Therefore, future research would recommend measuring and controlling these factors in order to more precisely isolate the effect of simulation on learning. View more View less Competing Interests Aucun conflit d'intérêts n'a été déclaré. reply Respond Report a concern Mardiah A. Peer Review Report For: The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.5256/f1000research.188400.r461255) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1413/v1#referee-response-461255 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Chukwunazo O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 26 Feb 2026 | for Version 1 Obikezie Maxwell Chukwunazo , Nnamdi Azikiwe University, Awka, Anambra, Nigeria 0 Views copyright © 2026 Chukwunazo O. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Abstract The study investigates whether teaching electrochemistry concepts through numerical simulation enhances students’ situational interest and academic performance. It involved 1,020 secondary-school students, divided into an experimental group (simulation-based instruction) and a control group, employing a pre-test/post-test design to assess changes over time. Key results indicate the experimental group achieved a statistically significant improvement in mean post-test scores relative to the control group (t(1018) = 2.643, p = 0.008), and demonstrated a reduction in misconceptions, as evidenced by fewer incorrect answers. The Situational Interest (IS2G) measure revealed a significant time-by-group interaction (F(1, unknown df) = 27.11, p ≤ 0.001, ηp² = 0.026), suggesting that the simulation increased student situational interest. The authors conclude that interactive numerical simulations are a promising approach for improving electrochemistry understanding and stimulating student interest. Scientific Soundness: Key Strengths and Gaps Strengths include a large sample size and a pre-test/post-test design with a control group, enabling examination of changes over time and suggesting causal inferences about the intervention’s effects. Using multiple outcomes (conceptual performance, misconceptions, situational interest) provides a comprehensive view of impact. Gaps and remedies: Randomization and equivalence: The abstract does not specify randomization. If randomization was not used, the study should justify the assignment method and show baseline equivalence analyses to rule out selection bias. Intervention details: Critical information about the simulation (software, content, duration, frequency, fidelity checks) is missing and should be provided to enable replication. Measurement validity: Details on the validity and reliability of the pre/post assessments and the IS2G scale are absent. Validity evidence and reliability metrics should be reported. Statistical reporting: Degrees of freedom for the IS2G interaction, exact group sizes, and assumptions checks are unclear. Full reporting of effect sizes (e.g., Cohen’s d, partial eta-squared) and confidence intervals is needed. Attrition and generalizability: Information on participant retention and the study’s ecological validity (grade level, location, school types) is necessary. Ethics: The abstract omits consent and approvals; these must be declared for research with minors. Actions for strengthening the article Clarify design: State randomization method or justify non-random allocation; present baseline equivalence tests. Elaborate intervention: Describe the numerical simulation in detail, including duration, frequency, and fidelity measures. Validate measures: Provide reliability and validity data for tests and the IS2G scale; consider using established instruments. Expand statistics: Report exact n per group, change-score analyses, effect sizes, confidence intervals, and assumption checks. Address generalizability and ethics: Include participant demographics, school contexts, and ethical approvals. Three to five practical recommendations for authors Pre-register hypotheses and analysis plans to bolster credibility. Include a robust fidelity checklist and provide materials to facilitate replication. Present complete statistical results, with effect sizes and confidence intervals, and discuss limitations openly Introduction The introduction argues that advances in technology and digital tools such as animations, virtual laboratories, and AI-enabled simulations offer promising solutions for teaching electrochemistry, a field described as conceptually abstract and demanding. It contends that digital approaches can enhance conceptual understanding and boost situational interest, addressing practical barriers to hands-on experiments (resources, time, teacher training), especially in developing contexts like Morocco. The inferred research aim is to examine whether interactive numerical simulations improve students’ electrochemistry concept mastery, raise situational interest, and identify learning obstacles (e.g., abstractness, accessibility) that simulations might mitigate. Theoretical framing centers on interest-based learning as crucial for academic success and cognitive elaboration, differentiating conceptual difficulties (misconceptions about oxidation-reduction) from procedural ones (balancing redox reactions). The educational technology context positions animations, virtual laboratories, and immersive AI environments as potential remedies for resource constraints and cognitive overload. The introduction highlights global and local considerations, including resource constraints, digital divide, policy, and institutional support, and suggests digital simulations as scalable means to approximate hands-on learning. Anticipated contributions include empirical insights into how simulations affect conceptual understanding and situational interest, and mapping obstacles simulations can alleviate, while noting areas for future work such as rigorous design, measurement validity, and ethical considerations. The theoretical framework Core idea: Interactive digital simulations, as simplified computer models, align with constructivist learning by centering the learner and enabling exploration of authentic situations. Simulations offer a safer, time-efficient, and visually accessible means to grasp abstract electrochemistry concepts (e.g., redox, electron transfer) and microscopic processes that are hard to visualize on paper. Specific tool: CK-12 interactive simulations for Electrochemical Cells, with guided worksheets that link half-reactions to observable outcomes (e.g., lamp lighting). Students can manipulate electrode materials to observe effects, reinforcing connections between theory and phenomena. Learning benefits: Enhanced visualization of abstract concepts, engagement through variable manipulation, and promotion of metacognitive reflection as students explore input changes. Situational interest: Framed as content- and context-specific motivation generated by the learning activity itself, distinguishing from more global, enduring interests potentially influenced by external factors. Considerations for practice: Emphasizes immediate classroom relevance and accessibility, noting digital simulations’ potential to mitigate resource constraints and cognitive overload in electrochemistry education. Methodology The design lacks clarity on randomization (cluster vs. individual) and allocation concealment, risking selection bias. Although ethical approval and consent are stated, no details on attrition or handling missing data are provided. The CK-12 simulation’s exact content, duration, and fidelity checks are omitted, hindering replication. IS2G validity for electrochemistry contexts is not established here. Report group sizes, pre-post gain scores, and effect sizes. Ensure proper randomization, fidelity monitoring, validated instruments, and transparent data handling for scientific soundness. Conclusion The conclusion overstates causality given a quasi-experimental design and lacks effect sizes, confidence intervals, and sample-by-sample reporting. It claims “ISA dimension” most influenced without defining/identifying which dimension or providing stats. It notes misconceptions persist yet endorses simulations as sufficient to eliminate them, which is unsupported. Key missing points: explicit group sizes, attrition, fidelity of the CK-12 tool, validation of IS2G in electrochemistry, and consideration of learner diversity. Recommend cautious causal language and rigorous reporting of effect sizes, validity, and limitations. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Science Education, Chemistry Education and General Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Chukwunazo OM. Peer Review Report For: The impact of numerical simulation on concepts related to electrochemistry and on situational interest among high school students in their final year [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :1413 ( https://doi.org/10.5256/f1000research.188400.r458002) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1413/v1#referee-response-458002 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Stay Updated Sign up for content alerts and receive a weekly or monthly email with all newly published articles Register with F1000Research Already registered? Sign in Not now, thanks close PLEASE NOTE If you are an AUTHOR of this article, please check that you signed in with the account associated with this article otherwise we cannot automatically identify your role as an author and your comment will be labelled as a “User Comment”. If you are a REVIEWER of this article, please check that you have signed in with the account associated with this article and then go to your account to submit your report, please do not post your review here. If you do not have access to your original account, please contact us . All commenters must hold a formal affiliation as per our Policies . The information that you give us will be displayed next to your comment. User comments must be in English, comprehensible and relevant to the article under discussion. We reserve the right to remove any comments that we consider to be inappropriate, offensive or otherwise in breach of the User Comment Terms and Conditions . Commenters must not use a comment for personal attacks. When criticisms of the article are based on unpublished data, the data should be made available. I accept the User Comment Terms and Conditions Please confirm that you accept the User Comment Terms and Conditions. Affiliation ✕ refresh Please enter your institution. Note: To add your institution or organisation, start typing the name and then select the correct name from the list. Where applicable, the name will appear in both the original language and in English. Do not paste in the name. If the name does not appear in the drop-down list, we will display the information you have entered. ✕ refresh Country/Region * USA UK Canada China France Germany Afghanistan Aland Islands Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory British Virgin Islands Brunei Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Cook Islands Costa Rica Cote d'Ivoire Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Faroe Islands Federated States of Micronesia Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and Mcdonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Kosovo (Serbia and Montenegro) Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Minor Outlying Islands of the United States Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Korea North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestinian Territory Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Reunion Romania Russian Federation Rwanda Saint Helena Saint Kitts and Nevis Saint Lucia Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Is South Korea South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syria Taiwan Tajikistan Tanzania Thailand The Gambia The Netherlands Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu UK USA Uganda Ukraine United Arab Emirates United States Virgin Islands Uruguay Uzbekistan Vanuatu Venezuela Vietnam Wallis and Futuna West Bank and Gaza Strip Western Sahara Yemen Zambia Zimbabwe Please select your country/region. You must enter a comment. Competing Interests Please disclose any competing interests that might be construed to influence your judgment of the article's or peer review report's validity or importance. Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Please state your competing interests The comment has been saved. An error has occurred. Please try again. Cancel Post var lTitle = "The impact of numerical simulation on concepts...".replace("'", ''); var linkedInUrl = "http://www.linkedin.com/shareArticle?url=https://f1000research.com/articles/14-1413/v1" + "&title=" + encodeURIComponent(lTitle) + "&summary=" + encodeURIComponent('Read the article by '); var deliciousUrl = "https://del.icio.us/post?url=https://f1000research.com/articles/14-1413/v1&title=" + encodeURIComponent(lTitle); var redditUrl = "http://reddit.com/submit?url=https://f1000research.com/articles/14-1413/v1" + "&title=" + encodeURIComponent(lTitle); linkedInUrl += encodeURIComponent('Boukhari S et al.'); var offsetTop = /chrome/i.test( navigator.userAgent ) ? 4 : -10; var addthis_config = { ui_offset_top: offsetTop, services_compact : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_expanded : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_custom : [ { name: "LinkedIn", url: linkedInUrl, icon:"/img/icon/at_linkedin.svg" }, { name: "Mendeley", url: "http://www.mendeley.com/import/?url=https://f1000research.com/articles/14-1413/v1/mendeley", icon:"/img/icon/at_mendeley.svg" }, { name: "Reddit", url: redditUrl, icon:"/img/icon/at_reddit.svg" }, ] }; var addthis_share = { url: "https://f1000research.com/articles/14-1413", templates : { twitter : "The impact of numerical simulation on concepts related to electrochemistry.... Boukhari S et al., published by " + "@F1000Research" + ", https://f1000research.com/articles/14-1413/v1" } }; if (typeof(addthis) != "undefined"){ addthis.addEventListener('addthis.ready', checkCount); addthis.addEventListener('addthis.menu.share', checkCount); } $(".f1r-shares-twitter").attr("href", "https://twitter.com/intent/tweet?text=" + addthis_share.templates.twitter); $(".f1r-shares-facebook").attr("href", "https://www.facebook.com/sharer/sharer.php?u=" + addthis_share.url); $(".f1r-shares-linkedin").attr("href", addthis_config.services_custom[0].url); $(".f1r-shares-reddit").attr("href", addthis_config.services_custom[2].url); $(".f1r-shares-mendelay").attr("href", addthis_config.services_custom[1].url); function checkCount(){ setTimeout(function(){ $(".addthis_button_expanded").each(function(){ var count = $(this).text(); if (count !== "" && count != "0") $(this).removeClass("is-hidden"); else $(this).addClass("is-hidden"); }); }, 1000); } close How to cite this report {{reportCitation}} Cancel Copy Citation Details $(function(){R.ui.buttonDropdowns('.dropdown-for-downloads');}); $(function(){R.ui.toolbarDropdowns('.toolbar-dropdown-for-downloads');}); $.get("/articles/acj/170888/188400") new F1000.Clipboard(); new F1000.ThesaurusTermsDisplay("articles", "article", "188400"); $(document).ready(function() { $( "#frame1" ).on('load', function() { var mydiv = $(this).contents().find("div"); var h = mydiv.height(); console.log(h) }); var tooltipLivingFigure = jQuery(".interactive-living-figure-label .icon-more-info"), titleLivingFigure = tooltipLivingFigure.attr("title"); tooltipLivingFigure.simpletip({ fixed: true, position: ["-115", "30"], baseClass: 'small-tooltip', content:titleLivingFigure + " " }); tooltipLivingFigure.removeAttr("title"); $("body").on("click", ".cite-living-figure", function(e) { e.preventDefault(); var ref = $(this).attr("data-ref"); $(this).closest(".living-figure-list-container").find("#" + ref).fadeIn(200); }); $("body").on("click", ".close-cite-living-figure", function(e) { e.preventDefault(); $(this).closest(".popup-window-wrapper").fadeOut(200); }); $(document).on("mouseup", function(e) { var metricsContainer = $(".article-metrics-popover-wrapper"); if (!metricsContainer.is(e.target) && metricsContainer.has(e.target).length === 0) { $(".article-metrics-close-button").click(); } }); var articleId = $('#articleId').val(); if($("#main-article-count-box").attachArticleMetrics) { $("#main-article-count-box").attachArticleMetrics(articleId, { articleMetricsView: true }); } }); var figshareWidget = $(".new_figshare_widget"); if (figshareWidget.length > 0) { window.figshare.load("f1000", function(Widget) { // Select a tag/tags defined in your page. In this tag we will place the widget. _.map(figshareWidget, function(el){ var widget = new Widget({ articleId: $(el).attr("figshare_articleId") //height:300 // this is the height of the viewer part. [Default: 550] }); widget.initialize(); // initialize the widget widget.mount(el); // mount it in a tag that's on your page // this will save the widget on the global scope for later use from // your JS scripts. This line is optional. //window.widget = widget; }); }); } close Error Close Add Reset F1000.MICROSERVICES.AFFILIATION = ''; $(document).ready(function () { $('.js-affiliations-form').each((index, form) => { new AffiliationForm({ formId: form.id, institutionErrorSelector: '.comment-enter-institution', departmentErrorSelector: '.comment-enter-department', placeSelector: '.js-add-comment-place', stateSelector: '.js-add-comment-state', zipCodeSelector: '.js-add-comment-zipcode', countrySelector: '.js-add-comment-country', countryErrorSelector: '.comment-enter-country', }); }); }); $(document).ready(function () { var reportIds = { "461255": 27, "461254": 0, "457998": 0, "461263": 0, "457999": 0, "461262": 0, "457996": 0, "461261": 0, "457997": 0, "461260": 0, "457994": 0, "461259": 0, "457995": 0, "461258": 0, "461257": 0, "461256": 0, "486678": 0, "486676": 0, "458002": 28, "486674": 0, "458003": 0, "486673": 0, "458000": 0, "458001": 0, "486686": 0, "486684": 0, "486682": 0, "486680": 0, "444142": 0, "444143": 0, "444140": 0, "444141": 0, "444138": 0, "444139": 0, "444137": 0, "444146": 0, "444144": 0, "444145": 0, "486397": 0, "486396": 0, }; $(".referee-response-container,.js-referee-report").each(function(index, el) { var reportId = $(el).attr("data-reportid"), reportCount = reportIds[reportId] || 0; $(el).find(".comments-count-container,.js-referee-report-views").html(reportCount); }); var uuidInput = $("#article_uuid"), oldUUId = uuidInput.val(), newUUId = "1832fba1-c875-491a-8f7a-fddd25c21cf4"; uuidInput.val(newUUId); $("a[href*='article_uuid=']").each(function(index, el) { var newHref = $(el).attr("href").replace(oldUUId, newUUId); $(el).attr("href", newHref); }); }); An innovative open access publishing platform offering rapid publication and open peer review, whilst supporting data deposition and sharing. Browse Gateways Collections How it Works Contact For Developers Cookie Notice Privacy Notice RSS Submit Your Research Follow us © 2012-2026 F1000 Research Ltd. ISSN 2046-1402 | Legal | Partner of Research4Life • CrossRef • ORCID • FAIRSharing R.templateTests.simpleTemplate = R.template(' $text $text $text $text $text '); R.templateTests.runTests(); var F1000platform = new F1000.Platform({ name: "f1000research", displayName: "F1000Research", hostName: "f1000research.com", id: "1", editorialEmail: "[email protected]", infoEmail: "[email protected]", usePmcStats: true }); $(function(){R.ui.dropdowns('.dropdown-for-authors, .dropdown-for-about, .dropdown-for-myresearch');}); // $(function(){R.ui.dropdowns('.dropdown-for-referees');}); $(document).ready(function () { if ($(".cookie-warning").is(":visible")) { $(".sticky").css("margin-bottom", "35px"); $(".devices").addClass("devices-and-cookie-warning"); } $(".cookie-warning .close-button").click(function (e) { $(".devices").removeClass("devices-and-cookie-warning"); $(".sticky").css("margin-bottom", "0"); }); $("#tweeter-feed .tweet-message").each(function (i, message) { var self = $(message); self.html(linkify(self.html())); }); $(".partner").on("mouseenter mouseleave", function() { $(this).find(".gray-scale, .colour").toggleClass("is-hidden"); }); }); Sign In Remember me Forgotten your password? Sign In Cancel Email or password not correct. Please try again Please wait... $(function(){ // Note: All the setup needs to run against a name attribute and *not* the id due the clonish // nature of facebox... $("a[id=googleSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("GOOGLE"); $("form[id=oAuthForm]").submit(); }); $("a[id=facebookSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("FACEBOOK"); $("form[id=oAuthForm]").submit(); }); $("a[id=orcidSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("ORCID"); $("form[id=oAuthForm]").submit(); }); }); If you've forgotten your password, please enter your email address below and we'll send you instructions on how to reset your password. The email address should be the one you originally registered with F1000. Email address not valid, please try again You registered with F1000 via Google, so we cannot reset your password. To sign in, please click here . If you still need help with your Google account password, please click here . You registered with F1000 via Facebook, so we cannot reset your password. To sign in, please click here . If you still need help with your Facebook account password, please click here . Code not correct, please try again Reset password Cancel Email us for further assistance. Server error, please try again. If your email address is registered with us, we will email you instructions to reset your password. If you think you should have received this email but it has not arrived, please check your spam filters and/or contact for further assistance. Please wait... Register $(document).ready(function () { signIn.createSignInAsRow($("#sign-in-form-gfb-popup")); $(".target-field").each(function () { var uris = $(this).val().split("/"); if (uris.pop() === "login") { $(this).val(uris.toString().replace(",","/")); } }); });