Grounding Intuitive Physics in Perceptual Experience

Vicovaro, Michele

doi:10.3390/jintelligence11100187

Cited by 5 publications

(2 citation statements)

References 117 publications

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“…In physics lessons, fundamental concepts are taught through hands-on exercises prior to abstract concepts and examples. For mechanics [8,9], free-fall [10], the centre of mass [11], relative motion [12], momentum [13], and projectile motion [14], perceptual experiences with physics concepts were investigated. However, lectures on optics at various grade levels do little to help students develop a better understanding of visual perception [15,16].…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptual practices with real and virtual images

Işık

2023

Phys. Educ.

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This study examined how university students learn real and virtual images using vision-based perception cues such as binocular parallax, monocular parallax, binocular fuzziness, monocular fuzziness, and convergence. Two activities on the cues were conducted with university students. In the pre-activity, they learned about the perceptual cues and practiced each cue without using a lens or mirror. Then, four setups with convex lenses and concave mirrors were designed, enabling the study of the clues, and in the main activity, the students practiced each cue on the setups. Their experiences in the main activity were acquired through written reports, student observations, and interviews. Following the activities, the students related their perceptual experiences to their prior knowledge of images. Additionally, the students were questioned regarding their opinions on the use of five perceptual cues as image-learning strategies. The students found that the observation of binocular parallax in a lens or mirror represents a real image. They identified the relative positions of real and virtual images and their objects with the help of monocular parallaxes. They also connected their understanding of optics to the perceptual cues that real images appeared in front of mirrors and on the opposite side of the object in lenses, but virtual images appeared behind mirrors and on the object side of lenses. Conclusions were suggested for optics instructions.

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Section: Introductionmentioning

confidence: 99%

Students’ perceptual practices with real and virtual images

Işık

2023

Phys. Educ.

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“…Some alternative methodologies have been proposed to solve this problem (Physport, 2011). But it is difficult to specify strategies, and it is an open field for research and innovation (v.g., Aviani et al, 2015;Bain et al, 2014;Chong et al, 2019;Liang et al, 2012;Mercier et al, 2020;Olmstead, 2019;Vicovaro, 2023).…”

Section: Introductionmentioning

confidence: 99%

La influencia de las ideas previas del concepto de fuerza en el rendimiento de los estudiantes en los cursos introductorios de física de la universidad

Ramos Tejada,

Quesada Pérez,

Peláez

et al. 2023

EDUCA

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El aprendizaje de la física puede resultar difícil debido, entre otras cosas, a la presencia de preconceptos, es decir, ideas que los estudiantes creen que son ciertas pero que no son científicamente correctas. En este trabajo hemos utilizado una versión reducida del Force Concept Inventory (FCI) para estudiar los preconceptos más comunes sobre el concepto de fuerza entre los estudiantes de primer curso de los grados de Ingeniería Industrial de la Universidad de Jaén. Se ha investigado la influencia de estos preconceptos en los resultados de los estudiantes en los exámenes de física. Se ha encontrado que los preconceptos tienen una influencia significativa en el fracaso académico (el 75% de los estudiantes que abandonaron la asignatura tenían una puntuación en el FCI, antes de comenzar el curso, inferior al 40%). Pero no todos los preconceptos parecen tener el mismo impacto en los resultados académicos. Se han analizado en detalle los ocho preconceptos que estaban presentes en más del 30 % de los estudiantes y sólo uno de ellos parece ser relevante para el rendimiento de los mismos, mientras que cuatro de ellos no parecen ser influyentes.

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Computational account for the naturalness perception of others’ jumping motion based on a vertical projectile motion model

Yokosaka,

Ujitoko,

Kawabe

2024

Proc. R. Soc. B.

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The visual naturalness of a rendered character’s motion is an important factor in computer graphics work, and the rendering of jumping motions is no exception to this. However, the computational mechanism that underlies the observer’s judgement of the naturalness of a jumping motion has not yet been fully elucidated. We hypothesized that observers would perceive a jumping motion as more natural when the jump trajectory was consistent with the trajectory of a vertical projectile motion based on Earth’s gravity. We asked human participants to evaluate the naturalness of point-light jumping motions whose height and duration were modulated. The results showed that the observers’ naturalness rating varied with the modulation ratios of the jump height and duration. Interestingly, the ratings were high even when the height and duration differed from the actual jump. To explain this tendency, we constructed computational models that predicted the theoretical trajectory of a jump based on the projectile motion formula and calculated the errors between the theoretical and observed trajectories. The pattern of the errors correlated closely with the participants’ ratings. Our results suggest that observers judge the naturalness of observed jumping motion based on the error between observed and predicted jump trajectories.

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Grounding Intuitive Physics in Perceptual Experience

Cited by 5 publications

References 117 publications

Students’ perceptual practices with real and virtual images

Students’ perceptual practices with real and virtual images

La influencia de las ideas previas del concepto de fuerza en el rendimiento de los estudiantes en los cursos introductorios de física de la universidad

Computational account for the naturalness perception of others’ jumping motion based on a vertical projectile motion model

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