Issue No. 03 - July-Sept. (2013 vol. 6)
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/TLT.2013.26
L. S. Myneni , Dept. of Comput. Sci. & Software Eng., Auburn Univ., Auburn, AL, USA
N. H. Narayanan , Dept. of Comput. Sci. & Software Eng., Auburn Univ., Auburn, AL, USA
S. Rebello , Dept. of Phys., Phys. Educ. Res. Group, Kansas State Univ., Manhattan, KS, USA
A. Rouinfar , Dept. of Phys., Phys. Educ. Res. Group, Kansas State Univ., Manhattan, KS, USA
S. Pumtambekar , Dept. of Educ. Psychology, Learning Sci. Program, Univ. of Wisconsin, Madison, WI, USA
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.
Pulleys, Problem-solving, Physics, Artificial intelligence, Multimedia communication, Education, Context
L. S. Myneni, N. H. Narayanan, S. Rebello, A. Rouinfar and S. Pumtambekar, "An Interactive and Intelligent Learning System for Physics Education," in IEEE Transactions on Learning Technologies, vol. 6, no. 3, pp. 228-239, 2013.