The need for speed: putting the thrill back into data collection

Williams, Gary L.

doi:10.1088/0031-9120/39/5/f06

Cited by 2 publications

(3 citation statements)

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“…Within the last ten to fifteen years, however, there has been a shift in focus towards understanding motivations of video game players [8,9], which can have tremendous implications for the world of education. In 2004 there was a special issue of Physics Education devoted to the role that computer games could play in the classroom [10], with investigations into how physics is used in commercially-available games [11][12][13], as well as concrete examples of how to incorporate game-play in instructional time [14][15][16][17][18][19]. These articles provide useful guidance on ways to incorporate commercially-available games or individually-developed software in class in order to tap into our students' interests in the gaming culture.…”

Section: Introductionmentioning

confidence: 99%

Gamification: using elements of video games to improve engagement in an undergraduate physics class

Rose

O’Meara

Gerhardt³

et al. 2016

Phys. Educ.

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Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.

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Section: Introductionmentioning

confidence: 99%

Gamification: using elements of video games to improve engagement in an undergraduate physics class

Rose

O’Meara

Gerhardt³

et al. 2016

Phys. Educ.

View full text Add to dashboard Cite

show abstract

“…Back in 2004 Gary Williams [9] described in a Frontline paper how students can use a car-driving computer game to plot speed against time. He suggested that by 'projecting the games onto a screen the whole class can see the action and the readings on the speedometer' [9]. A similar projection can be used for the activity described below.…”

Section: Getting Speed Data and Time From The Youtube Videomentioning

confidence: 99%

“…A similar projection can be used for the activity described below. The title of the Williams paper [9], 'the need for speed: putting the thrill back into data collection', captures the excitement of gathering data in these student activities.…”

Section: Getting Speed Data and Time From The Youtube Videomentioning

confidence: 99%

Speed, acceleration, and distance plots from a racecar speedometer (0–300 km h⁻¹)

Ruiz¹

2021

Phys. Educ.

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A spreadsheet plotting assignment of real-life data from a racecar is employed to help students master the relationships among speed, acceleration, and distance. The racecar application will capture the imagination and interest of the student. The data is obtained by reading speedometer values from a YouTube video for 40 s as a racecar accelerates from rest to 300 km h −1 . A spreadsheet is then used to plot the speed in m s −1 against time. Dimensional analysis guides the student to realize the acceleration as the slope of the velocity plot. Units further direct students to understand that the area under the velocity graph gives the distance traveled. Though this activity is in kinematics, which can be assigned at the secondary school level, students learn about the fundamental concepts of the derived slope function (differential calculus) and area under a graph (integral calculus).

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The need for speed: putting the thrill back into data collection

Cited by 2 publications

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Gamification: using elements of video games to improve engagement in an undergraduate physics class

Gamification: using elements of video games to improve engagement in an undergraduate physics class

Speed, acceleration, and distance plots from a racecar speedometer (0–300 km h⁻¹)

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The need for speed: putting the thrill back into data collection

Cited by 2 publications

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Gamification: using elements of video games to improve engagement in an undergraduate physics class

Gamification: using elements of video games to improve engagement in an undergraduate physics class

Speed, acceleration, and distance plots from a racecar speedometer (0–300 km h−1)

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Speed, acceleration, and distance plots from a racecar speedometer (0–300 km h⁻¹)