Assessing the impact of a computer simulation in conjunction with Tutorials in Introductory Physics on conceptual understanding

Abstract

This paper compares the effect on student understanding from using either real-world circuits or an interactive circuit simulation. Three groups of students who worked through a tutorial on multiple-loop circuits from Tutorials in Introductory Physics, one with real circuits and two with a simulation, were compared in terms of their conceptual understanding after instruction. Students who used the simulation completed the tutorial faster and had more time for discussion with the TAs, and generally scored higher on conceptual questions than did those who used real circuits.

The effect of computer simulations on students’ conceptual and procedural understanding of Newton’s second law of motion

“…It is plausible that multiple representations in PhET simulations helped students to understand concepts through the visual image channels. Therefore, CSs can provide learning opportunities for students to communicate and interact more with each The results of this study were consistent with several previous studies on the effects of CSs on physics student performance, including those reported by Faour and Ayoubi (2018), Finkelstein et al (2005aFinkelstein et al ( , 2005b, Hazelton et al (2013), Kumar (2018), and Zacharia and Anderson (2003). Their research suggested that CSs can improve conceptual and procedural understanding and promote students' physics learning.…”

“…The findings demonstrated that CSs might effectively increase students' physics understanding. Hazelton et al (2013) wanted to see how real-world circuits, or an interactive circuit simulation affected undergraduate students' learning. According to the results, students who used simulations completed this tutorial faster and scored higher on conceptual questions than students who used actual circuits.…”