Interactive projectile motion STEM simulation and game, based on Scratch (S4A) and Arduino

Rivera-Ortega, Uriel

doi:10.1088/1361-6552/ac24ea

Cited by 1 publication

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References 10 publications

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“…The history of CSA can be traced back to World War II when the earliest form of computers was employed in military projects, such as the Manhattan Project, to model the process of a nuclear detonation. Since then, CSA has received growing attention and widespread applications in a variety of STEM and non-STEM disciplinary areas (Brom et al, 2018; D’Angelo et al, 2014; Harrison & Hummell, 2010; Kaushal et al, 2020; Rivera-Ortega, 2021; Taylor & Chi, 2006). For example, Newell and Simon (1956) are widely recognized as pioneers who employed computers to simulate human action to understand the psychology of human cognition.…”

Section: Introductionmentioning

confidence: 99%

Improving Student Learning of Impulse and Momentum in Particle Dynamics Through Computer Simulation and Animation

Fang

Guo

2022

Journal of Educational Computing Research

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Computer simulation and animation (CSA) is educational technology in which computer programs are employed to simulate and animate real-world physical phenomena and processes. CSA has attracted growing attention and received an increasing number of applications in the international science, technology, engineering, and mathematics education community in recent years. The present study focuses on developing and assessing two CSA learning modules for improving student learning and problem-solving related to impulse and momentum in particle dynamics. Both CSA learning modules integrate mathematical problem-solving procedures into computer simulation and animation. They have interactive computer graphical user interfaces, which enable students to change input variables and visualize how output variables change accordingly. A quasi-experimental, quantitative research study was performed, involving 285 undergraduate engineering students divided into a comparison group that did not use CSA and an intervention group that used CSA. The results of statistical non-parametric analysis on the data collected from pre- and post-tests on the two groups show that, on average, the intervention group achieved more learning gains than the comparison group by 44% and 40% from two CSA learning modules, respectively. The difference in learning gains between the two groups of student participants was statistically significant.

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