This contribution presents the results of a replication study on the learning effect of tablet-supported video analysis compared to traditional teaching sequences using non-digital experimental materials in the subject areas of uniform and accelerated motion in high school physics lessons. In addition to the replication of the preliminary study results recently published in this journal (Becker et al 2018, 2019), the investigation of the effect on the cognitive load as well as the emotional state of the students is another focal point. Compared to the preliminary study, the sample size was significantly increased from N = 109 to N = 294. The individual effects of the preliminary study could be replicated in this way. For both topics, a significant reduction of extraneous cognitive load and a positive effect on intervention-induced emotions could be demonstrated. Moreover, the theoretically founded causal relationship between emotion, cognitive load, and learning achievement could be empirically verified by means of structural equation modeling.
Supersonic free-fall jumps are excellent examples of kinematics in the context of drag. They have attracted a lot of media, public, and scientific interest. In 2012, Felix Baumgartner jumped from a height of approximately 38.969 km. During his flight he reached a top speed of 373 m/s, becoming the first human to travel faster than the speed of sound outside of an airplane. Since everyday topics are known to motivate students (e.g., Kuhn and Müller), the topic of Baumgartner’s jump seems to be very well suited for teaching kinematics in the context of drag.
ZusammenfassungDigitale Medien, wie Smartphones und Tablet-PCs, sind im Alltag weitverbreitet. Die Mobilität dieser Geräte ermöglicht die Durchführung physikalischer Untersuchungen in einer für die Schülerinnen und Schüler alltäglichen, natürlichen Umgebung. Bei der Tablet-PC-gestützten Videoanalyse können natürliche Bewegungsabläufe, wie z. B. das Laufen oder Springen, mithilfe der im Tablet eingebauten Kamera aufgenommen und danach mithilfe geeigneter Apps unter physikalischen Gesichtspunkten analysiert werden. Um den Einsatz solcher digitaler Medien nachhaltig zu gestalten, bedarf es grundlegender, empirisch abgesicherter Aussagen zur Lernwirksamkeit dieser Medien. Aus verschiedenen multimedialen Lerntheorien kann z. B. für die Tablet-PC-gestützte Videoanalyse u. a. eine erhöhte Lernwirksamkeit im Vergleich zu traditionellem Unterricht vermutet werden. Diese Hypothese wurde in mehreren Studien untersucht. Ausgewählte Ergebnisse dieser Studien zu den interventionsinduzierten Emotionen, zur kognitiven Belastung und zum physikalischen Konzeptverständnis werden vorgestellt.
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