Andreas Lichtenberger

Last Name

Lichtenberger

First Name

Andreas

ORCID

0000-0001-7739-3904

Organisational unit

03815 - Vaterlaus, Andreas / Vaterlaus, Andreas

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Publications 1 - 10 of 19

Experimental Phase Diagram of Perpendicularly Magnetized Ultrathin Ferromagnetic Films
Saratz, N.; Lichtenberger, Andreas; Portmann, O.; et al. (2010)
Physical Review Letters
Making the invisible visible: Visualization of the connection between magnetic field, electric current, and Lorentz force with the help of augmented reality
Donhauser, Anna; Küchemann, Stefan; Kuhn, Jochen; et al. (2020)
The Physics Teacher
When introducing electromagnetism in schools, one specific experiment is inevitable: the force on a current-carrying conductor. Predicting the direction of the Lorentz force, the orientation of the magnetic field, and the direction of the electric current often causes difficulties for students. Here we present visual concept-relevant augmentations of the experiment that use the Microsoft HoloLens, which intends to counteract common students’ misconceptions by taking relevant principles of educational psychology into account.
Visual attention while solving the test of understanding graphs in kinematics: an eye-tracking analysis
Klein, Pascal; Lichtenberger, Andreas; Küchemann, Stefan; et al. (2020)
European Journal of Physics
This study used eye-tracking to capture students' visual attention while taking a test of understanding graphs in kinematics (TUG-K). A total of N = 115 upper-secondary-level students from Germany and Switzerland took the 26-item multiple-choice instrument after learning about kinematics graphs in the regular classroom. Besides choosing the correct alternative among research-based distractors, the students were required to judge their response confidence for each question. The items were presented sequentially on a computer screen equipped with a remote eye tracker, resulting in a set of approx. 3000 paired responses (accuracy and confidence) and about 40 h of eye-movement data (approx. 500 000 fixations). The analysis of students' visual attention related to the item stems (questions), and the item options reveal that high response confidence is correlated with shorter visit duration on both elements of the items. While the students' response accuracy and their response confidence are highly correlated on the score level, r(115) = 0.63, p < 0.001, the eye-tracking measures do not sufficiently discriminate between correct and incorrect responses. However, a more fine-grained analysis of visual attention based on different answer options reveals a significant discrimination between correct and incorrect answers in terms of an interaction effect: incorrect responses are associated with longer visit durations on strong distractors and less time spent on correct options while correct responses show the opposite trend. Outcomes of this study provide new insights into the validation of concept inventories based on the students' behavioural level.
The relation of representational competence and conceptual knowledge in female and male undergraduates
Edelsbrunner, Peter; Malone, Sarah; Hofer, Sarah Isabelle; et al. (2023)
International Journal of STEM Education
Background Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with N = 515 undergraduates’ conceptual knowledge about electromagnetism. Results Applying latent variable modeling, we found that students’ representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation: r = .54; latent correlation: r = .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge. Conclusions These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge.
Validation and structural analysis of the kinematics concept test
Lichtenberger, Andreas; Wagner, Clemens; Hofer, Sarah I.; et al. (2017)
Physical Review. Special Topics. Physics Education Research
The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students’ conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.
Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation
Lichtenberger, Andreas; Kokkonen, Tommi; Schalk, Lennart (2024)
Journal of Research in Science Teaching
Multiple external representations (MERs) are useful for teaching complex content in science education. An open question is whether there is an especially effective way to sequence MERs. On the one hand, the so-called concreteness fading approach suggests starting instruction with more concrete representations and proceeding stepwise to more idealized representations. The effectiveness of this fading approach is, however, supported mainly by studies in mathematics education, while the results in physics are equivocal. On the other hand, presenting different representations simultaneously may support linking, that is, the comparison and contrast of representations, which may benefit learning. In an experimental classroom study (N = 187), we compared concreteness fading and simultaneous presentation of MERs for learning a challenging physics content in high school, namely, Faraday's law. We found no significant differences between conditions in posttest performance, and an equivalence test with bounds d = -0.5 to 0.5 showed that both approaches performed equally. The results align with previous findings questioning the superiority of concreteness fading over other ways of sequencing MERs. Therefore, facilitating students' understanding of a complex physics content may involve more than determining the optimal order of presenting MERs. We discuss limitations of the present study and implications for future research and practice.
Making the invisible visible: Visualization of the connection between magnetic field, electric current, and Lorentz force with the help of augmented reality
Donhauser, Anna; Küchemann, Stefan; Kuhn, Jochen; et al. (2022)
Smartphones as Mobile Minilabs in Physics
When introducing electromagnetism in schools, one specific experiment is inevitable: the force on a current-carrying conductor. Predicting the direction of the Lorentz force, the orientation of the magnetic field, and the direction of the electric current often causes difficulties for students. Here we present visual concept-relevant augmentations of the experiment that use the Microsoft HoloLens, which intends to counteract common students' misconceptions by taking relevant principles of educational psychology into account.
Analysis of Student Concept Knowledge in Kinematics
Lichtenberger, Andreas; Wagner, Clemens; Vaterlaus, Andreas (2014)
Evaluation and assessment of student learning and development ~ Proceedings of the ESERA 2013 Conference
Verständnis der Grundkonzepte in Chemie und Physik effektiv fördern
Lichtenberger, Andreas; Togni, Antonio; Vaterlaus, Andreas; et al. (2023)
Wie guter Unterricht intelligentes Wissen schafft
A virtual reality learning environment for high school students to learn the concepts of the electric field and potential:
Schmid, Roman; Vaterlaus, Andreas; Lichtenberger, Andreas (2023)
Progress in Science Education
Background: Virtual reality (VR) is a modern technology that is currently receiving attention in many studies on how it can be used to support learning in schools. It is expected to have various benefits for learning physics. However, little attention has been given to the implementation of VR with a VR headset and to the three-dimensionality of the representations that VR technology can provide. Purpose: We designed a three-dimensional VR learning environment for Microsoft HoloLens for learning the con-cepts of the electric field and the electric potential. In the present paper, we show preliminary results of a first inter-vention study with 26 high school students. With self-developed test instruments, we evaluate the learning progress through the VR intervention. In addition, we explore how the students rate the usability of the VR headset and the VR learning environment. Sample/Setting: We tested our VR learning environment on two classes of a high school in Bern, Switzerland. We collected and analysed data from 26 students aged 17 to 20 from an intervention study of 75 minutes. The use of the VR learning environment was 15 minutes. Design and Methods: In a pre- and posttest design, we investigated the effect of the VR learning environment on students’ understanding of the electric field and potential. In addition, we asked questions and evaluated the answers regarding the students’ experience with the VR headset and the VR learning environment. Results: Students made significant learning progress by using the VR learning environment: Cohen’s d = .89. The learning progress was better in items that were similar to those of the VR learning environment, but problems occurred when students were asked to transfer their knowledge to the field of electric charges. Most students considered the technology of the VR headset as good to handle and the VR learning environment to be very interesting and beneficial for their learning process. Conclusions: Our VR learning environment seems to be suitable for learning, which is shown by the fact that students progressed from the pretest to the posttest. However, further research needs to address the question of whether stu-dents learn better with a VR headset than on computers or with paper and pencil. Keywords: Virtual reality, visible learning, electric field, electric potential, field vectors, 3D simulations

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Andreas Lichtenberger

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