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An Interactive and Intelligent Learning System for Physics Education
July-Sept. 2013 (vol. 6 no. 3)
pp. 228-239
Lakshman S. Myneni, Auburn University, Auburn
N. Hari Narayanan, Auburn University, Auburn
Sanjay Rebello, Kansas State University, Manhattan
Amy Rouinfar, Kansas State University, Manhattan
Sadhana Pumtambekar, University of University of Wisconsin, Madison
Students tend to retain naïve understandings of concepts such as energy and force even after completing school and entering college. We developed a learning environment called the Virtual Physics System (ViPS) to help students master these concepts in the context of pulleys, a class of simple machines that are difficult to assemble and use in the real world. Several features make the ViPS noteworthy: it combines simulation and tutoring, it customizes tutoring to address common misconceptions, and it employs a pedagogical strategy that identifies student misconceptions and guides students in problem solving through virtual experimentation. This paper presents the ViPS and describes studies in which we evaluated its efficacy and compared learning from the ViPS with learning from constructing and experimenting with real pulleys. Our results indicate that the ViPS is effective in helping students learn and remediate their misconceptions, and that virtual experimentation in the ViPS is more effective than real experimentation with pulleys.
Index Terms:
Pulleys,Problem-solving,Physics,Artificial intelligence,Multimedia communication,Education,Context,education,Physics,evaluation/methodology,intelligent tutoring systems,computer-assisted instruction
Citation:
Lakshman S. Myneni, N. Hari Narayanan, Sanjay Rebello, Amy Rouinfar, Sadhana Pumtambekar, "An Interactive and Intelligent Learning System for Physics Education," IEEE Transactions on Learning Technologies, vol. 6, no. 3, pp. 228-239, July-Sept. 2013, doi:10.1109/TLT.2013.26
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