Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

Autor/inn/en	Chao, Jie; Chiu, Jennifer L.; DeJaegher, Crystal J.; Pan, Edward A.
Titel	Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior
Quelle	In: Journal of Science Education and Technology, 25 (2016) 1, S.16-33 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-015-9574-4
Schlagwörter	High School Students; Secondary School Science; Science Laboratories; Computer Simulation; Chemistry; Fuels; Science Achievement; Achievement Gains; Pretests Posttests; Comparative Analysis; Science Instruction; Teaching Methods; Educational Technology; Multimedia Materials + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computergrafik; Computersimulation; Chemie; Treibstoff; Achievement gain; Leistungssteigerung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien
Abstract	Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected physical and virtual experiences has the potential to promote connections among ideas. This paper explores the effect of augmenting a virtual lab with physical controls on high school chemistry students' understanding of gas laws. We compared students using the augmented virtual lab to students using a similar sensor-based physical lab with teacher-led discussions. Results demonstrate that students in the augmented virtual lab condition made significant gains from pretest and posttest and outperformed traditional students on some but not all concepts. Results provide insight into incorporating mixed-reality technologies into authentic classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01