Carmichael, Chini, Rebello and Puntambekar: AAPT Summer 2009 Talk

Effectiveness of Hands on Experiments versus Computer Simulations in Mechanics*

Adrian Carmichael, Jacquelyn J. Chini, N. Sanjay Rebello

Department of Physics, Kansas State University

Sadhana Puntambaker

Department of Educational Psychology, University of Wisconsin, Madison

Research has shown that that simulations can be more effective than hands-on activities when studying microscopic phenomenon such as electric currents, It has yet to be determined if they have the same effectiveness with macroscopic phenomenon, such as those in mechanics. This study investigates the effectiveness of replacing a hands-on laboratory with a computer simulation in the context of a unit on inclined planes in the CoMPASS curriculum. CoMPASS integrates hypertext based concept maps in a design-based context. Students in three of the five introductory physics laboratory sections completed the hands-on experiment while the other two sections performed the experiment virtually. The post- test scores of the students who used the simulations were found to be statistically significantly greater than those of students who completed the hands on experiment.

Carmichael, Chini, Rebello and Puntambekar: PERC 2009 Paper

Comparing Student Learning in Mechanics Using Simulations and Hands-on Activities

Adrian Carmichael¹, Jacquelyn J. Chini¹, N. Sanjay Rebello¹ and Sadhana Puntambekar²

^{1Kansas State University, 2University of Wisconsin, Madison}

Abstract. Often computer simulation environments present students with an idealized version of the real world which can affect students’ conceptual understanding. In this study we investigate the effects of completing an experiment in mechanics using this ideal world as compared to an identical experiment in the real world. Students in three of five conceptual physics laboratory sections completed the physical experiment while the other two sections performed the virtual experiment. The experiments were part of a unit on simple machines from the CoMPASS curriculum which integrates hypertext-based concept maps in a design-based context. There was no statistically significant difference between the pre and post data of the students in the two groups. Students who performed the virtual experiment were able to answer questions dealing with work and potential energy more correctly, though neither group was able to offer sound reasoning to support their answers.

*This work is funded in part by U.S. Department of Education, Institute of Education Sciences Award R305A080507