Bridging the Gap: Computer Simulations and Video Recordings for Remote Inquiry-Based Laboratory Activities in Mechanics.
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| Title: | Bridging the Gap: Computer Simulations and Video Recordings for Remote Inquiry-Based Laboratory Activities in Mechanics. |
|---|---|
| Authors: | COOK, JACOB1, EKSTEDT, THOMAS2, SELF, BRIAN3, KORETSKY, MILO4 |
| Source: | Advances in Engineering Education. 2022, Vol. 10 Issue 2, p1-22. 22p. |
| Subject Terms: | *Psychology of students, *Computer simulation, *Cognitive dissonance, *Inquiry-based learning, *Cognitive load, Videos, Video recording |
| Abstract: | Based on the pedagogical principle of cognitive conflict, Inquiry-Based Laboratory Activities (IBLAs) have been shown to improve conceptual understanding of challenging science and engineering topics. Yet, providing students physical apparatuses to complete an IBLA is not tenable in every instructional setting. This paper reports design, development, and implementation of two Remote IBLAs in mechanics - the Spool IBLA and the Rolling Cylinder IBLA. The Remote IBLAs were constructed based on successful, analogous Physical IBLAs and contain two elements, a video of the central activity in the Physical IBLA followed by a Virtual Laboratory simulation. The simulation provides students additional vector and graphical representations while the combined video and simulation are designed to manage the learner's cognitive load. A naturalistic preliminary study used a split design to measure student perception and performance in both remote and physical conditions. Students expressed that the combined video and simulation was more effective for their learning than video alone or simulation alone. Students articulated each element had unique merits; the video provided the "what" of the activity - a concrete example of the phenomenon under investigation that concretizes the experiment. The simulation provided information "why" - with the added vector representations giving students the opportunity to develop their mental models by explaining why the underlying phenomenon occurs. When compared to the Physical IBLA, there was not a difference in perceptions of learning nor in measured performance on summative concept inventory questions; however, students reported they were less motivated with one of the Remote IBLA activities. [ABSTRACT FROM AUTHOR] |
| Copyright of Advances in Engineering Education is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 157042823 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Bridging the Gap: Computer Simulations and Video Recordings for Remote Inquiry-Based Laboratory Activities in Mechanics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22COOK%2C+JACOB%22">COOK, JACOB</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22EKSTEDT%2C+THOMAS%22">EKSTEDT, THOMAS</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22SELF%2C+BRIAN%22">SELF, BRIAN</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22KORETSKY%2C+MILO%22">KORETSKY, MILO</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Advances+in+Engineering+Education%22">Advances in Engineering Education</searchLink>. 2022, Vol. 10 Issue 2, p1-22. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+simulation%22">Computer simulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+dissonance%22">Cognitive dissonance</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br /><searchLink fieldCode="DE" term="%22Videos%22">Videos</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Based on the pedagogical principle of cognitive conflict, Inquiry-Based Laboratory Activities (IBLAs) have been shown to improve conceptual understanding of challenging science and engineering topics. Yet, providing students physical apparatuses to complete an IBLA is not tenable in every instructional setting. This paper reports design, development, and implementation of two Remote IBLAs in mechanics - the Spool IBLA and the Rolling Cylinder IBLA. The Remote IBLAs were constructed based on successful, analogous Physical IBLAs and contain two elements, a video of the central activity in the Physical IBLA followed by a Virtual Laboratory simulation. The simulation provides students additional vector and graphical representations while the combined video and simulation are designed to manage the learner's cognitive load. A naturalistic preliminary study used a split design to measure student perception and performance in both remote and physical conditions. Students expressed that the combined video and simulation was more effective for their learning than video alone or simulation alone. Students articulated each element had unique merits; the video provided the "what" of the activity - a concrete example of the phenomenon under investigation that concretizes the experiment. The simulation provided information "why" - with the added vector representations giving students the opportunity to develop their mental models by explaining why the underlying phenomenon occurs. When compared to the Physical IBLA, there was not a difference in perceptions of learning nor in measured performance on summative concept inventory questions; however, students reported they were less motivated with one of the Remote IBLA activities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Advances in Engineering Education is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18260/3-1-1153-36026 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1 Subjects: – SubjectFull: Psychology of students Type: general – SubjectFull: Computer simulation Type: general – SubjectFull: Cognitive dissonance Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Cognitive load Type: general – SubjectFull: Videos Type: general – SubjectFull: Video recording Type: general Titles: – TitleFull: Bridging the Gap: Computer Simulations and Video Recordings for Remote Inquiry-Based Laboratory Activities in Mechanics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: COOK, JACOB – PersonEntity: Name: NameFull: EKSTEDT, THOMAS – PersonEntity: Name: NameFull: SELF, BRIAN – PersonEntity: Name: NameFull: KORETSKY, MILO IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 19411766 Numbering: – Type: volume Value: 10 – Type: issue Value: 2 Titles: – TitleFull: Advances in Engineering Education Type: main |
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