Influence of interactive videodisc instruction using simultaneous‐time analysis on kinematics graphing skills of high school physics students

Abstract

Real-time kinematical analysis of physical phenomenon is the graphing of displacement, velocity, and acceleration versus time data simultaneously with the motion of the object. Brasell (1987) found that students using real-time analysis with microcomputer-based laboratory tools significantly improved their kinematics graphing skills as compared to students using delayed-time graphing (kinematics graphs produced after the motion of the object). However, using computer reanimation of videotaped images, Beichner ( 1990) found no difference in student learning between the simultaneous-time (kinematics graphs produced simultaneously with the motion of the image of the object, such as a video-recorded image or a computer reanimated image) and the delayed-time treatments. This investigation considers student analysis of videodisc-recorded images, with treatments over an extended time. Using quantitative, qualitative, and retention data, we found no significant learning difference between using simultaneous-time anddelayed-time analysis for student understanding of kinematics graphs. However, the results imply that simultaneous-time analysis may have advantages in some areas.

An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes

“…Although Brungardt and Zollman (1996) found no significant learning difference between using real-time and delay-time analysis for understanding of kinematics graphs when students analyzed videodisc-recorded images of sporting events, their results that imply real-time analysis may have some advantages. For example, students who used real-time graphs were aware of the simultaneous-time effect and seemed motivated by it.…”

Synthesis of discipline-based education research in physics

“…Research on these tools and curricula developed to accompany them determined that they improved students' understanding of kinematics concepts and graphs (e.g., position, velocity, and acceleration) in comparison to paper-and-pencil activities [309,310]. Some researchers attribute the success of MBLs to their real-time data collection, by which students can observe both the motion of an object and a graph of the motion generated simultaneously [309], whereas others do not see a difference between real-time and delayed-time analysis of motion [311,312]. A curriculum that utilizes MBL tools to address common student preconceptions is RealTime Physics Active Learning Laboratories [227][228][229][230] and computer-based problem-solving labs at the University of Minnesota (UMN), written in LabVIEW [313].…”

Learning and the variation in focus among physics students when using a computer simulation

“…However, despite the many projects developing various simulations and explicating a range of pedagogical approaches, we have found few attempts to bring about an understanding of what students' learning experiences in physics relying on simulations might look like. Studies that have examined the pedagogical value of simulations have done so mostly by utilizing measures of student learning outcomes (see also Gandole, 2005), for instance, by looking at conceptual change, (for example, Hewson, 1985;Tao & Gunstone, 1999;Zacharia & Anderson, 2003) or achievement tests (for example, Brungardt & Zollman, 1995). Two exceptions are Laurillard (1992; and Lindström, Marton, Ottosson and Laurillard (1993), originating from the same project, where they had the goal to understand better the development of conceptual and intuitive understanding of mechanics and electrical engineering students when they had to model and explore basic phenomena using specially designed simulation programs.…”