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As VR becomes more common, there remain unanswered questions regarding how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. (2017), found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that videogame play provides a kind of &quot;training&quot; that enables a student to learn more comfortably in the virtual environment. In the present work we test if a VR training activity unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment.

PERC SM 20

Using Virtual Reality in Electrostatics Instruction: The Impact of Training

smartphone

electrostatics

virtual reality

Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?

As VR becomes more common, there remain unanswered questions regarding how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. (2017), found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that videogame play provides a kind of "training" that enables a student to learn more comfortably in the virtual environment. In the present work we test if a VR training activity unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment.

technical paper

The University of Washington (UW) Physics Education Group is creating virtual reality (VR) lab environments that simulate "novel" physical phenomena that do not exist in the real world but follow laws that can be modeled using techniques accessible to first-year physics laboratory students. Presenting these novel phenomena in VR provides an opportunity for authentic model-generating activities in introductory labs while retaining key components of in-person labs such as hands-on interaction, measurement uncertainty, and opportunities to build teamwork skills. This talk describes in detail the development of and students' experience modeling one such novel phenomenon, identifying the scientific reasoning skills students bring to bear in the absence of any expected experimental outcome and highlighting opportunities for this technique to build those skills.

Design and student experience of novel physics systems delivered in virtual reality labs

Compared to other formal learning environments in undergraduate physics programs, multiweek group projects in lab courses give rise to unique interactions between students, their peers, their instructors, and apparatus. What does teaching look like in these contexts? How do instructors change their teaching practices as students transition from proposing project topics to carrying out experiments and reporting on results? To answer these and related questions, we conducted a multiple case study of group project implementations in upper-division labs at five universities. In this presentation, we draw on data from interviews and surveys with instructors and students to identify a variety of teaching practices. We further describe the intended purposes and perceived impacts of these practices. Preliminary data analysis suggests that group projects may be a shared endeavor in which students and instructors have asymmetric apprenticeship-style roles and responsibilities.

Taxonomy of teaching practices during group projects in lab courses

The Research Physics program, launched in 2016, offers Israeli high school physics majors extra credit for performing a research project guided by teacher-mentors. The 240 hour Research Physics Mentors' training program is designed as a fast-track framework taking novice teacher-mentors through a professional development process within a community of experts and peers. The practical component involves mentoring a student-pair for 18 months, from topic selection until the final exam. The program is based on a "structuring and problematizing" scaffolding process (Reiser, 2004), enabling the development and application of knowledge, skills, beliefs and attitudes. During 2017-2019 a qualitative study, sketched profiles of four trainee teachers' professional development, describing how they maintained a viable mentoring process with their unique student team and research topic. The analysis of multiple evidence resources tracked issues of mentoring responsibility and scientific and mentoring knowledge, relating them to assignments and interactions with program leaders, students and peers.

Training Teachers as Physics Research Mentors: Four Personal Development Stories

Much of physics involves the construction and interpretation of equations. Sherin designed the symbolic forms analysis to describe students construction of equations in physics. A symbolic form includes two components: the symbol template to represent the externalized structures of the equation and the conceptual schema to represent the acontextual mathematical justification of the symbol template. We incorporate symbolic forms into a conceptual blending framework to describe the ways in which construct and understand equations. Our model treats the conceptual schema as the underlying generic space of conceptual blending that frames the combination of the contextual information and the symbolic structure. We present this model in the context of student construction of non-Cartesian differential length vectors. We illustrate the affordances of the model by drawing further connections between the frameworks and expanding this approach to other contexts within our research.

Modeling the construction and interpretation of equations: Incorporating symbolic forms into a conceptual blend

Our department has undertaken a multi-year effort to make computational methods central to our physics curriculum. Our students should graduate with the attitude that computational approaches are a normal part of physics, used every day, and for a multitude of tasks. To accomplish this, our current objective is to make 25% of all work done by students in our upper division courses computational. This talk will begin with an overview of the history and change process of this initiative. What lead us to this decision, and how we have chosen to implement it as a department. It will then present an instrument developed in-house to measure students' attitudes and self-efficacy with respect to computation. This discussion will include both the process by which the instrument was developed, and what we have learned from the first few semesters of data. IUPUI is an urban public institution graduating 10-15 majors each year.

Introducing computational physics across the curriculum

Student issues with both understanding electrical potential and difficulties with interpreting diagrams have been well explored. A prior study showed equipotential diagram modifications of line thickness and color significantly increased student gaze times at the diagrams without increasing students' correctness. Students' awareness and understanding of electric charge sign and its role in electric potential is a major issue. An investigation of modifying traditional equipotential diagrams based on theories of visual affordances to improve students' recognition of electric change sign when ranking electric potential was undertaken. In this study different modifications of color and line style were made to equipotential lines to increase visual salience of charge sign. Students were randomly assigned to traditional or modified diagrams and asked to compare electric potentials for indicated points on given diagrams. Pre- and posttest comparisons and the results of student interviews are presented to clarify the specific issues students have reading equipotential diagrams.

Changes to equipotential diagrams to improve student ranking of electric potential (PERC)

As part of our effort to develop a concept inventory for statistical mechanics, we have interviewed a number of students who have taken a thermal physics course, at both the undergraduate and graduate level, about their understanding of the statistical mechanics topics taught in the thermal physics curriculum. The questions asked during the interviews were formulated with input from experts in the field, and will later be fleshed out into multiple-choice questions. Here, we report some of our intermediate findings about the students understanding of some of the topics.

Insights into student understanding of statistical mechanics (PERC)

Designing experiments by students is an important scientific skill and increasingly an explicit goal in the creation of new research-based activities. In this work, we studied the use of student design actions in research-based activities. Our definitions of student design tasks are: 1) Describing an experimental procedure invented by the student, 2) Improving a previous experiment, 3) Making hypothesis by students, 4) Choosing questions by students for investigation, and 5) Asking students to design, state, invent, or improve a mathematical or quantitative procedure. We analyzed 66 research-based activities from 11 different design groups to categorize them according to the frequency with which students are asked to complete design tasks

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Using Virtual Reality in Electrostatics Instruction: The Impact of Training

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