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(PS.B-SA-03) Examining Student-side Interactions with Technology
7/31/2021 | 2:00 PM to 3:15 PM
Moderator: Katie Ansell / Co-Organizer:
Session Code: PS.B-SA-03 | Submitting Committee: Committee on Educational Technologies / Co-Sponsoring Committee:
PS.B-SA-3.01 | Contributed | Assessing the efficacy of technological tools to teach electric fields
Presenting Author: Liana Rodelli, Ithaca College
Additional Author | Colleen L Countryman, Ithaca College
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It can be difficult for introductory physics students to understand the nature of electric fields because electric fields are not tangible nor visible. With the intent of providing students the tools to help them understand electric fields, we conducted a study, via Zoom, in which we tested the efficacy of three technological learning tools in developing student understanding of electric fields. The tools, developed by our team, include a video lesson, an electric field simulator, and an online electric field game. The students in two sections of a second-semester, algebra-based physics course were each randomly assigned to use one of the three tools. All completed pre- and post-activity diagnostics including questions targeting the learning objectives, beliefs about physics, and learning preferences. We will discuss the results of our study and the implications on the development of future tools.
PS.B-SA-3.02 | Contributed | Developing Entrepreneurial Mindset through iOLab-based Activities in Introductory Physics Courses
Presenting Author: Daniel Marincel, Rose-Hulman Institute of Technology
Additional Author | Maarij Syed, Rose-Hulman Institute of Techology
Additional Author | Kosta Popovic, Rose-Hulman Institute of Technology
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The introductory physics sequence at Rose-Hulman Institute of Technology develops a common knowledge base for 500+ freshman students, with all majors required to complete the first two courses. In pursuit of enhancing our courses with active learning in a hybrid environment due to COVID-19 restrictions, we implemented iOLab-based exercises during the Winter and Spring quarters of the 2020/2021 academic year. The open-ended activities were designed to pique students’ intrinsic curiosity and help students develop more connections between theory and "how things work” through demos and experimental design. Students also identified opportunities to create value by exploring applications of sensors in the world around them. These skills directly relate to the students’ entrepreneurial mindset, which was assessed by a pre- and post-ESEMA survey. We also sought to understand the effectiveness and student perception of the iOLab in a hybrid setting through their written comments and attitudes from a post-StRIP survey.
PS.B-SA-3.03 | Contributed | Augmented Reality as Assistive Tool for Electricity Lab Courses
Presenting Author: Michael Thees, Technische Universität Kaiserslautern, Physics Education Research Group
Additional Author | Sebastian Kapp, Technische Universität Kaiserslautern, Physics Education Research Group
Additional Author | Kristin Altmeyer, Saarland University, Department of Education
Additional Author | Fabian Beil, Technische Universität Kaiserslautern, Physics Education Research Group
Additional Author | Sarah Malone, Saarland University, Department of Education
Regarding science lab courses, Augmented Reality (AR) allows for adding virtual representations of various types into the real environment to visualize physical quantities; e.g., when examining electric circuits, real-time visualizations of measurement data can be anchored to corresponding experimental components. In this way AR addresses design principles from multimedia learning theories like spatial and temporal contiguity while preserving traditional interactions with the experiment.
We present theoretical foundations and detailed empirical results from three studies investigating the effects of using AR on conceptual knowledge acquisition and cognitive load. There, learners had to explore fundamental laws of DC circuits based on observed data. The AR-based presentation format is compared with a tablet-based non-AR condition, where the same representations were visualized as a data matrix.
While both conditions led to high learning gains during a graded lab course, reducing extraneous load depends on which presentation format fits the demands of the learning tasks.
We present theoretical foundations and detailed empirical results from three studies investigating the effects of using AR on conceptual knowledge acquisition and cognitive load. There, learners had to explore fundamental laws of DC circuits based on observed data. The AR-based presentation format is compared with a tablet-based non-AR condition, where the same representations were visualized as a data matrix.
While both conditions led to high learning gains during a graded lab course, reducing extraneous load depends on which presentation format fits the demands of the learning tasks.
Additional Authors: Roland Brünken, Saarland University, Department of Education and Jochen Kuhn, Technische Universität Kaiserslautern, Physics Education Research Group
PS.B-SA-3.04 | Contributed | Gamification of Electric Fields to Improve Students’ Understanding and Engagement
Presenting Author: Ted Mburu, Ithaca College
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Because electric fields cannot be touched or seen, simulations are often utilized to build students' understanding of them by providing them with a visual representation of electric fields and the motion of test charges through them. We developed a game to address these challenges. The goal of the game is to guide a test charge through a racetrack using an electric field that the player creates. As a student plays the game, they will see dynamic electric field lines created by the charges they place on the screen, as well as the trajectory of test charges through the electric field. Our aim in the gamification of a more traditional electric field simulation is to improve motivation and engagement in the material. Both the game and the simulation that we built before it are built in JavaScript, so they will run on most browsers on a computer or mobile device.
PS.B-SA-3.05 | Contributed | Resources in Introductory Physics: Multiple Modes of Engagement and Feedback
Presenting Author: Charles Ruggieri, Rutgers, The State University of New Jersey
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In this study of a large enrollment introductory physics course, I investigated students' use of free online resources (YouTube, Khan Academy, Chegg) and newly-implemented course resources since the Covid-19 transition to remote learning. Using a mixed-methods approach, I surveyed and interviewed students on their perceptions and use of expanded course resources which include pre-lecture module with: learning objectives, introductory videos, quizzes with instructional feedback, tutorial assignment with low-stakes grading parameters, and demonstration videos. Students also engage with weekly activities similar to pre-Covid-19 but adapted to the remote setting, including synchronous remote lectures and active-learning recitations, asynchronous recitation quizzes as exam-like practice, and online homework assignments. The survey data suggest students valued the expanded course resources as helpful to their learning, and reported little use of solutions sites like Chegg. Despite increased accessibility of virtual meetings, students still did not engage frequently with course office hours or the University Learning Centers.
PS.B-SA-3.06 | Contributed | A data driven study of students' completion of online homework
Presenting Author: Zhongzhou Chen, University of Central Florida Physics Department
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Academic integrity in online learning environments is a prominent concern for many instructors, especially during the recent pandemic driven remote instruction period. In this study, we present method to identify students' answer copying behavior by analyzing the time between problem access and answer submission, plus the correct rate on each problem. In an end of course survey, 42 students self-identified as having completed all of the homework problems themselves. We contrast both the distribution of submission time and interaction pattern of those students with the rest of the student population, and identify patterns in students' data that could indicate copying or other abnormal problem solving behavior. We then use those data indicators to estimate the prevalence of answer copying, as well as identify students who engage in copying behavior more frequently than others.
PS.B-SA-3.07 | Contributed | A Free, OER, PER-based, PER-focused Curriculum for Introductory Physics
Presenting Author: Evan Thatcher, Oregon State University
Additional Author | KC Walsh, Oregon State University
Additional Author | Ryan Scheirer, Oregon State University Cascades
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This talk will introduce a modern Open Education Resources (OER) flipped classroom curriculum developed for an introductory algebra-based physics sequence. These resources were created by the Project BoxSand PER group at Oregon State University with support from OSU’s Ecampus. This curriculum is unique in its ground up design from hundreds of fine grain learning objectives, powerful built in research framework to which resources are coded, and suitability for both in person and remote delivery. The development process, curriculum examples, and how to access the resources (including direct LMS integration) will be presented. The currently available OER includes pre-lecture, lecture, and post-lecture activities. A laboratory curriculum with modern learning objectives, designed with remote learning in mind, will soon be available. OSU has partnered with Vernier to provide the OER lab manual with physical lab kits for rent or purchase. Other resources, including a sizeable question database will be available soon.
PS.B-SA-3.08 | Invited | Building social networking and communities in remote physics laboratories
Presenting Author: Drew Rosen, Stony Brook University
Additional Author | Angela M Kelly, Stony Brook University
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Social learning is a central aspect of physics laboratory practices. However, not all situations allow for students to work in close, physical proximity together such as in remote learning environments. In particular, asynchronous courses may inhibit a student’s ability to form strong, meaningful connections with classmates and instructors, suppressing the formation of social networks and communities of practice. This can reduce students’ motivational factors such as self-efficacy, which has previously been linked to performance and/or a desire to persist. This study examines how an instructor-initiated social learning environment utilizing the online discussion platform Slack may affect students’ social learning activities and self-efficacy. A pre-/post-survey design was utilized to compare in-person and remote students’ social learning activities and self-efficacy in the Spring 2021 semester. The logistical aspects of implementing and maintaining a Slack group as well as the survey findings are presented, along with implications for policy and practice.
PS.B-SA-3.09 | Invited | Science of learning with technology using multimodal self-regulated learning data
Presenting Author: Roger Azevedo, University of Central Florida
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Understanding learners’ use of cognitive, affective, metacognitive, and motivational self-regulatory processes is foundational to a science of learning. Interdisciplinary researchers have recently used learning technologies (e.g., virtual reality) to enhance learning by inducing, fostering, and supporting self-regulatory processes while using advanced learning technologies. Despite emerging research, much work is still needed given the various theoretical models and assumptions underlying human learning, methodological approaches (e.g., log-files, eye-tracking), and analytical methods. In this presentation, I will focus on several major challenges currently facing researchers, educators, and learners, including: (1) theoretical and methodological challenges related to real-time detection, tracking, and modeling of self-regulatory processes; (2) recent work on using multimodal data to detect, track, and model self-regulatory processes while learning with learning technologies; and, (3) outlining opportunities that have the potential to significantly enhance learning by providing real-time, intelligent support of learning, problem solving, and reasoning across domains.
(PS.B-SA-03) Examining Student-side Interactions with Technology
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