Paul Schlummer, Adrian Abazi, Rasmus Borkamp, Jonas Lauströer, Reinhard Schulz-Schaeffer, Carsten Schuck, W. Pernice, S. Heusler, D. Laumann
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引用次数: 0
Abstract
Learning from hands-on experiments requires learners to interpret their concrete interactions with the setup in terms of abstract physical concepts. To facilitate conceptual learning and close the gap between abstract physical models and the haptic interaction with the pertinent experimental setup, we developed an interactive Mixed-Reality learning environment centred around an undergraduate lab experiment dealing with light polarization. The use of Smartglasses (Microsoft HoloLens II) enables real-time visualization of data measured in the setup and ensures a high degree of spatial and temporal contiguity between functional components and model-based representations. A pilot study with N = 73 undergraduate students was conducted in a pre/post design to evaluate the learning environment with respect to learning outcome and learners’ affection towards the experiment. The results show that students’ knowledge had significantly increased after working with the learning environment with a large effect size (t(72) = 8.50, p ≤ 0.001, d = 1.03), and the activities are perceived as interesting and enjoyable. This proves the effectiveness of the environment with regard to learning about polarization and opens the pathway for an extension of our approach to other topics in science education.
期刊介绍:
European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education.
Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication.
To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following:
Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles.
Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks.
Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome.
Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates.
Descriptions of successful and original student projects, experimental, theoretical or computational.
Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers.
Reports of new developments in physics curricula and the techniques for teaching physics.
Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.