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 |
|---|---|
| Language: | English |
| Authors: | Cook, Jacob, Ekstedt, Thomas, Self, Brian, Koretsky, Milo |
| Source: | Advances in Engineering Education. 2022 10(2). |
| Availability: | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1821439 1821638 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Simulation, Video Technology, Distance Education, Inquiry, Active Learning, Laboratory Experiments, Science Activities, Mechanics (Physics), Cognitive Processes, Difficulty Level, Schemata (Cognition) |
| ISSN: | 1941-1766 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1352602 |
| Database: | ERIC |
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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: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cook%2C+Jacob%22">Cook, Jacob</searchLink><br /><searchLink fieldCode="AR" term="%22Ekstedt%2C+Thomas%22">Ekstedt, Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Self%2C+Brian%22">Self, Brian</searchLink><br /><searchLink fieldCode="AR" term="%22Koretsky%2C+Milo%22">Koretsky, Milo</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Advances+in+Engineering+Education%22"><i>Advances in Engineering Education</i></searchLink>. 2022 10(2). – Name: Avail Label: Availability Group: Avail Data: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation (NSF) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: 1821439<br />1821638 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Experiments%22">Laboratory Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Activities%22">Science Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Mechanics+%28Physics%29%22">Mechanics (Physics)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1941-1766 – 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1352602 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 Subjects: – SubjectFull: Computer Simulation Type: general – SubjectFull: Video Technology Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Inquiry Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Laboratory Experiments Type: general – SubjectFull: Science Activities Type: general – SubjectFull: Mechanics (Physics) Type: general – SubjectFull: Cognitive Processes Type: general – SubjectFull: Difficulty Level Type: general – SubjectFull: Schemata (Cognition) 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: 01 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 1941-1766 Numbering: – Type: volume Value: 10 – Type: issue Value: 2 Titles: – TitleFull: Advances in Engineering Education Type: main |
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