Virtual experimentation in electromagnetism, mechanics and optics: web-based learning

Escobar, J H; Sánchez, Huertas; Beltrán, J R; Hoz, Juan De la; González, J D

doi:10.1088/1742-6596/687/1/012078

Cited by 8 publications

(5 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The positive impact of computer use as a physics experimental media simulation (virtual lab), among others, is able to: (1) improve students' ability to understand basic science (Escobar, Sánchez, Beltrán, La Hoz, & González, 2016); (2) improve students' abilities in planning and implementing problem solving solutions (Gunawan, Harjono, Sahidu, & Herayanti, 2017); (3) improve scientific literacy skills (Jannati, Setiawan, Siahaan, & Rochman, 2018); (4) support distance learning (González, Escobar, Sánchez, De La Hoz, & Beltrán, 2017); (5) make practical activities cheaper and can help teachers explain the concept of electronic circuits (Emhadelima, 2015); and (6) make learning time more efficient, support independent learning, and can be used to measure mastery of material (Masril, Hidayati, & Darvina, 2018). The students stated that they were learning faster, more interesting and fun (Ünlü & Dökme, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Development of Virtual Laboratory Learning Media for The Physical Optics Subject

Billah

Widiyatmoko

2018

JIPFAlBiruni

View full text Add to dashboard Cite

This study aims to produce virtual laboratory interactive learning media that is effective and practical for the subject of physical optics. It uses the Research and Development (R & D) method. The material in the learning media includes dispersion, diffraction, interference, and polarization. Users of this product can be directly involved in observing, measuring and taking practical data. Product development has been validated by material expert, media expert, and practitioners (teachers). This product has also been tested in one-to-one, small groups, and field trial. Based on the results of the assessment by material expert, media expert, teachers, and field trial, this learning media software is categorized as “excellent” with a value of 4.63 for validity, “medium” with an n-gain value of 0.37 for effectiveness, and “excellent” with a value of 4.49 for practicality.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

The Development of Virtual Laboratory Learning Media for The Physical Optics Subject

Billah

Widiyatmoko

2018

JIPFAlBiruni

View full text Add to dashboard Cite

show abstract

“…Scholars have also documented the use of simulations in students' acquisition of concepttual knowledge of physics on the pheno-mena of mechanics (Hestenes & Halloun, 1995;Safitri, Fahrudin, & Jumadi, 2020), electricity (Escobar, Sanchez, Beltran, Hoz, & Gonzalez, 2016;Gonzalez et al 2018;2019a), andheat (Gunawan et al 2019;Hermansyah et al 2019). Gunawan et al (2019) disclosed the virtual laboratory's effects in studying physics on gender differences.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of A Simulated Thermodynamics Lab in A Grade Eight Lyceum Class

Sharifov

MacIsaac

2021

JPFI

View full text Add to dashboard Cite

We examine the use of PhET (University of Colorado Physics Education Technology) simulation labs in developing conceptual understanding of introductory thermodynamics by eighth grade students. Pedagogical experiments were conducted at the Baku European Lyceum, a gifted / magnet school in the capital of Azerbaijan. Results showed that virtual laboratories can play a crucial role in lyceum students' thinking and creative abilities and their acquisition of more in-depth knowledge and skills on thermodynamics. We also found that simulations have many appropriate advantages in learning and teaching lyceum thermodynamics, and list seven such.

show abstract

“…Along with the rapid development of science and technology, ICT has been used extensively in efforts to increase the effectiveness of learning physics. Some forms of the use of ICT in learning physics include using animation (Gero et al, 2014;Su & Yeh, 2014), instructional video (Saprudin et al, 2016;Putra & Sudarti, 2015;Saprudin et al, 2018), interactive simulation (Alrsa'i & Aldhamit, 2014;Alsultanny et al, 2014;Martínez et al, 2011;Mešić et al, 2015;Onorato et al, 2015;Srisawasdi & Kroothkeaw, 2014), interactive multimedia (Komarudin et al, 2014;Radlović-Čubrilo et al, 2014;Saprudin & Hamid, 2018a, 2018bSaprudin, 2015), virtual laboratory (Collier et al, 2012;Escobar et al, 2016), digital game (Chen et al, 2016;Dorji et al, 2015;Hamari et al, 2016;Saprudin, 2018;Saprudin et al, 2019a;Tsai et alz., 2016;Yang et al, 2016), augmented reality (Putri et al, 2016), e-learning (Agustine et al, 2014;Aminoto & Pathoni, 2014;Amri et al, 2015;Marwah & Kustijono, 2015;Yuda et al, 2014), mobile learning (Zhou et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The design of OpticalGamification (OG) with random model in learning interference and diffraction

Saprudin

Liliasari

Prihatmanto

et al. 2021

Momentum: Physics Education Journal

View full text Add to dashboard Cite

This article describes the design and preliminary field testing of using a gamification-application with random model in the learning process of interference and diffraction topics for pre-service physics teachers (PPT). The gamification-application in this research is called OpticalGamification (OG) featuring random model. This research is a quasi-experimental research with a time-series design involving 34 PPT at a university in the city of Jakarta, Indonesia. Data related to the PPT’ concept mastery are collected through test instruments in the form of 50 questions which are an integration of multiple-choice questions, reasoned multiple-choice questions, and essays. This research resulted in a product called OG with random model with several features, including profiles, gamification, forums, achievement pages, projects and leaderboard. The result of preliminary field testing of using the OG with random model shows that the PPT’ concept mastery has increased from series 1 to the next following series.

show abstract

Virtual experimentation in electromagnetism, mechanics and optics: web-based learning

Cited by 8 publications

References 10 publications

The Development of Virtual Laboratory Learning Media for The Physical Optics Subject

The Development of Virtual Laboratory Learning Media for The Physical Optics Subject

Effectiveness of A Simulated Thermodynamics Lab in A Grade Eight Lyceum Class

The design of OpticalGamification (OG) with random model in learning interference and diffraction

Contact Info

Product

Resources

About