Nakamura, Murphy, Juma, Rebello, Zollman, Christel, Stevens, AAPT Summer 2009

ALT-Pathway: Synthetic Tutors for Probing Student Learning* 

Chris M. Nakamura, (cnakamur@ksu.edu) Sytil K. Murphy, Nasser M. Juma, N. Sanjay Rebello, Dean A. Zollman, 

Kansas State University, Manhattan, KS  66506;

Mike Christel, Scott Stevens 

Carnegie Mellon University 

 A new web- and research-based synthetic tutoring system addresses students’ questions about physics content and also presents relevant questions to students, using pre-recorded video and a natural language interface. In this manner we create a quasi-Socratic interaction. Combining subjective and objective questions allows us to observe student performance on two time scales. A computer can monitor student responses to objective questions and provide immediate feedback and scaffolding. A more detailed analysis of student understanding can be done later using responses to the subjective questions. The system employs various multimedia including static images, video clips, and java applets. Our research focuses on the impact of each medium on student learning. Complete logging of students’ interactions facilitates this research by allowing us to observe how students interact with the system, and when that interaction produces effective learning. 

*This work is supported by the U.S. National Science Foundation under grants REC-0632587 and REC-0632657.

Nakamura, Murphy, Juma, Rebello, Zollman, PERC 2009

Online Data Collection and Analysis in Introductory Physics 

Christopher M. Nakamura, Sytil K. Murphy, Nasser M. Juma, N. Sanjay Rebello 

and Dean Zollman 

Abstract. Online implementation of physics learning materials may present a powerful method of data collection for  physics education research, in addition to being useful for supplemental instruction.  This may have implications for  composite instruction and research designs.  We have developed three lessons on Newton’s laws and implemented them on the Internet.  The lessons ask students to make observations and measurements using video clips, perform calculations and answer open-ended questions.  Responses are collected via an online response system.  One hundred ten university students enrolled in an algebra-based physics course and 30 high school physics students worked through some or all of our lessons, and their responses were collected.  We present a qualitative and quantitative analysis of their responses and assess the implications for optimal design of online lesson materials for collecting meaningful data about students’ understanding of basic physics concepts.