scholarly journals Haptics-Augmented High School Physics Tutorials

2001 ◽  
Vol 5 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Robert L. Williams II ◽  
Meng-Yun Chen ◽  
Jeffrey M. Seaton
Keyword(s):  
High School ◽  
Virtual Reality ◽  
Pilot Study ◽  
Teaching And Learning ◽  
The Internet ◽  
Haptic Interfaces ◽  
Physics Students ◽  
High School Physics ◽  
Study Results ◽  
Learning Software

This article describes a unique project using commercial haptic interfaces to augment the teaching of high school physics. Since force is central to the teaching of physics, we believe that the use of haptics in virtual reality physics simulations has the potential for deeper, more engaging learning. Software has been developed which is freely-available on the internet, and HTML tutorials have been developed to support these haptics-augmented software activities in the teaching and learning of high school physics. Pilot study results are reported, which yielded positive feedback and suggestions for project improvement from high school physics students and teachers.

scholarly journals The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

2020 ◽  
Vol 17 (1) ◽  
pp. 94-108
Author(s):  
Mohd Ali SAMSUDIN ◽  
Seyedh Mahboobeh JAMALI ◽  
Ahmad Nurulazam MD ZAIN ◽  
Nader ALE EBRAHIM
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Project Based Learning ◽  
Physics Students ◽  
High School Physics

scholarly journals EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS

2018 ◽  
Vol 17 (5) ◽  
pp. 765-777
Author(s):  
Ademola Olatide Olaniyan ◽  
Nadaraj Govender
Keyword(s):  
High School ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Female Adolescent ◽  
Control Group ◽  
Learning Approaches ◽  
Target Task ◽  
Physics Students ◽  
High School Physics ◽  
Conventional Teaching

This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching. A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching. Keywords: collaborative learning, conventional teaching, gender, performance, physics students’, Polya problem-solving, target-task.

High School Physics Students’ Personal Epistemologies and School Science Practice

2017 ◽  
Vol 26 (7-9) ◽  
pp. 841-865 ◽  
Author(s):  
Muhammet Mustafa Alpaslan ◽  
Bugrahan Yalvac ◽  
Cathleen Loving
Keyword(s):  
High School ◽  
School Science ◽  
Science Practice ◽  
Physics Students ◽  
High School Physics ◽  
Personal Epistemologies

scholarly journals Virtual Reality Support for Joint Attention Using the Floreo Joint Attention Module: Usability and Feasibility Pilot Study (Preprint)

2019 ◽  
Author(s):  
Vijay Ravindran ◽  
Monica Osgood ◽  
Vibha Sazawal ◽  
Rita Solorzano ◽  
Sinan Turnacioglu
Keyword(s):  
Virtual Reality ◽  
Pilot Study ◽  
Side Effects ◽  
Joint Attention ◽  
Autism Spectrum ◽  
Primary Objective ◽  
School Aged Children ◽  
Attention Skills ◽  
Study Results ◽  
Target Skills

BACKGROUND Advances in virtual reality (VR) technology offer new opportunities to design supports for the core behaviors associated with autism spectrum disorder (ASD) that promote progress toward optimal outcomes. Floreo has developed a novel mobile VR platform that pairs a user receiving instruction on target skills with an adult monitor. OBJECTIVE The primary objective of this pilot study was to explore the feasibility of using Floreo’s Joint Attention Module in school-aged children with autism in a special education setting. A secondary objective was to explore a novel joint attention measure designed for use with school-aged children and to observe whether there was a suggestion of change in joint attention skills from preintervention to postintervention. METHODS A total of 12 participants (age range: 9 to 16 years) received training with the Joint Attention Module for 14 sessions over 5 weeks. RESULTS No serious side effects were reported, and no participants dropped out of the study because of undesirable side effects. On the basis of monitor data, 95.4% (126/132) of the time participants tolerated the headset, 95.4% (126/132) of the time participants seemed to enjoy using Floreo’s platform, and 95.5% (128/134) of the time the VR experience was reported as valuable. In addition, scoring of the joint attention measure suggested a positive change in participant skills related to the total number of interactions, use of eye contact, and initiation of interactions. CONCLUSIONS The study results suggest that Floreo’s Joint Attention Module is safe and well tolerated by students with ASD, and preliminary data also suggest that its use is related to improvements in fundamental joint attention skills.

scholarly journals Virtual Reality Support for Joint Attention Using the Floreo Joint Attention Module: Usability and Feasibility Pilot Study

10.2196/14429 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. e14429 ◽  
Author(s):  
Vijay Ravindran ◽  
Monica Osgood ◽  
Vibha Sazawal ◽  
Rita Solorzano ◽  
Sinan Turnacioglu
Keyword(s):  
Virtual Reality ◽  
Pilot Study ◽  
Side Effects ◽  
Joint Attention ◽  
Autism Spectrum ◽  
Primary Objective ◽  
School Aged Children ◽  
Attention Skills ◽  
Study Results ◽  
Target Skills

Background Advances in virtual reality (VR) technology offer new opportunities to design supports for the core behaviors associated with autism spectrum disorder (ASD) that promote progress toward optimal outcomes. Floreo has developed a novel mobile VR platform that pairs a user receiving instruction on target skills with an adult monitor. Objective The primary objective of this pilot study was to explore the feasibility of using Floreo’s Joint Attention Module in school-aged children with autism in a special education setting. A secondary objective was to explore a novel joint attention measure designed for use with school-aged children and to observe whether there was a suggestion of change in joint attention skills from preintervention to postintervention. Methods A total of 12 participants (age range: 9 to 16 years) received training with the Joint Attention Module for 14 sessions over 5 weeks. Results No serious side effects were reported, and no participants dropped out of the study because of undesirable side effects. On the basis of monitor data, 95.4% (126/132) of the time participants tolerated the headset, 95.4% (126/132) of the time participants seemed to enjoy using Floreo’s platform, and 95.5% (128/134) of the time the VR experience was reported as valuable. In addition, scoring of the joint attention measure suggested a positive change in participant skills related to the total number of interactions, use of eye contact, and initiation of interactions. Conclusions The study results suggest that Floreo’s Joint Attention Module is safe and well tolerated by students with ASD, and preliminary data also suggest that its use is related to improvements in fundamental joint attention skills.

scholarly journals Pengembangan Media Laboratorium Virtual untuk Mendukung Pembelajaran Praktikum SMA

Teknodika ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 11
Author(s):  
Anang Purwoko
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Field Studies ◽  
Virtual Laboratory ◽  
Physics Teaching ◽  
Physics Learning ◽  
High School Physics ◽  
Virtual Laboratories ◽  
Significant Difference ◽  
Post Test

<p class="Default">This research aims to: 1) develop a virtual laboratory media as a supporter of the implementation of high school physics practicum; and 2) know the effectiveness of the use of virtual laboratories in high school physics learning. This research uses research and development (R &amp; D) methods. The procedure for developing virtual laboratory media is carried out through: 1) field studies, literature studies, about the implementation of practicum in physics learning, interviews with teachers, monitoring of school equipment to support the implementation of physics practicum. 2) development: pre-production, production, and post-production, and 3) At this stage what is done is to study the effectiveness of the virtual laboratory media that have been developed on the level of student understanding through performance. The developed virtual laboratory media obtained a score of feasibility by material experts, media experts and students of 4.1 with good categories suitable for use in the learning process. The results of this study indicate: 1) There are significant differences in the pre-test and post-test scores in the experimental class with the sig value. 0,000. 2) There is a significant difference in the value of the post-test in the experimental class and the control class with a significance value of 0.039. Based on the results of the effectiveness test, it can be concluded that the use of laboratory media in high school physics teaching and learning activities significantly increases learning outcomes that can be used to increase the use of direct equipment</p>

scholarly journals Numerical evaluation of the escape time of a classical point particle from an annular billiard

2010 ◽  
Vol 32 (3) ◽  
Author(s):  
R De Luca
Keyword(s):  
High School ◽  
Numerical Evaluation ◽  
Classical Mechanics ◽  
Point Particle ◽  
Escape Time ◽  
Two Dimensional ◽  
College Physics ◽  
Physics Students ◽  
High School Physics ◽  
Classical Point

A two-dimensional annular billiard consisting of a region confined within two concentric circumferences, the outer of radius R and the inner of radius r, is considered. The escape time of a point particle projected at a given angle within this billiard is numerically evaluated in terms of the size of the opening in the billiard. The problem is solved by means of classical mechanics and can be of interest for advanced high school physics students or undergraduate college physics students

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