This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output. This new virtual environment concept, which we call hyper-realistic, transcends basic schematic simulation; it provides the user with a more realistic perception of a physical phenomenon being simulated. We compared the learning achievements of three equivalent, homogeneous groups of undergraduates—an experimental group who used only the hyper-realistic virtual laboratory, a first control group who used a schematic simulation, and a second control group who used the traditional laboratory. The three groups received the same theoretical preparation and carried out equivalent practicals in their respective learning environments. The topic chosen for the experiment was optical aberrations. An analysis of variance applied to the data of the study demonstrated a statistically significant difference (p value <0.05) between the three groups. The learning achievements attained by the group using the hyper-realistic virtual environment were 6.1 percentage points higher than those for the group using the traditional schematic simulations and 9.5 percentage points higher than those for the group using the traditional laboratory
This work presents the design, development, testing and validation of a Photonic Virtual Laboratory, highlighting the study of LEDs. The study was conducted from a conceptual, experimental and didactic standpoint, using e-learning and m-learning platforms. Specifically, teaching tools that help ensure that our students perform significant learning have been developed. It has been brought together the scientific aspect, such as the study of LEDs, with techniques of generation and transfer of knowledge through the selection, hierarchization and structuring of information using concept maps. For the validation of the didactic materials developed, it has been used procedures with various assessment tools for the collection and processing of data, applied in the context of an experimental design. Additionally, it was performed a statistical analysis to determine the validity of the materials developed. The assessment has been designed to validate the contributions of the new materials developed over the traditional method of teaching, and to quantify the learning achieved by students, in order to draw conclusions that serve as a reference for its application in the teaching and learning processes, and comprehensively validate the work carried out.
A metameric colour matching test was designed to study inter-observer variability. Blue-yellow metameric matching to a white-light continuum was used to define the optimal wavelengths at which each of eight non-colour-defective observers achieved a match. The tests involved chromatic stimuli on a 2° bipartite field, with a white-light continuum presented on the left half, and a mixture of two monochromatic stimuli on the right half. The luminance of these chromatic stimuli was adjusted by the researcher using a staircase method, with the observer providing feedback about the similarity in luminance and chromaticity between the two halves of the field. Two series were performed for each observer, using different fixed yellow wavelengths. Since for each fixed yellow wavelength the match with the target white can be achieved by only one corresponding blue wavelength which is particular for each observer, the initial blue wavelengths were approximations based on the 2° CIE 1931 standard observer. Once the observers had attained an achromatic match, they modified the blue wavelength to achieve a perfect match of both halves. Generally, the observers found this modification of the blue wavelength necessary to achieve the metameric match. Each observer had a particular optimal blue wavelength which differed between the two series. The differences between the deviations from the standard observer for the two series were constant in value among the observers.
In this work, an alternative formulation of the laws of refraction of light is presented. The proposed formulation unifies the two classic laws of refraction, and it is shown the correspondence between the new and the classic formulations.This new formulation presents a remarkable didactic interest for the conceptual interpretation and resolution of classic problems related to the phenomenon of refraction of light, such as those proposed to students of geometric optics on their first year of college. As an example, this formulation is applied for the resolution of two refraction problems typically assigned to student of such educational level. Results and comments from the students are presented.Although rigorously formulated in this work, the new formulation can be stated from a didactic viewpoint, using everyday language, as follows: "When a ray is refracted, the only variation that undergoes its direction vector is that the parallel component to the surface separating two media (defined in the plane formed by the incident ray and the normal to the surface at the point of incidence) is multiplied by the relative refractive index between both media".
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.