Evaluating an interactive 360-degree learning environment for Galilean transformation of uniform motion in graphs developed on the basis of analyzed peer discussions
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2025
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Doctoral Thesis
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Abstract
Recent reports indicate a necessity for the fostering of innovation within the physics curriculum. Instruction should be adapted to actively engage students, particularly through the use of structured activities in group settings that foster conceptual understanding and problem-solving skills. Active teaching methodologies prioritize the comprehension of fundamental physics concepts, as a solid grasp of these concepts is a prerequisite for effective problem-solving abilities. This thesis discusses the conceptual understanding of uniform motion discussed in the context of kinematics. A given physical concept may be represented in several different ways, collectively referred to as representations. Representations may take the form of a graph, table, stroboscopic image, text, or vector-based illustration. A combination of qualitative and quantitative research methods for the analysis of such conceptual representations is employed in this thesis. The qualitative research conducted for this thesis was primarily concerned with the analysis of peer discussions. Quantitative research was employed for the purposes of developing and validating an inventory, as well as conducting a pre-posttest study with an intervention and a control group. The objective of the quantitative research is to ascertain an understanding of graphs that is not limited to a specific frame of reference.
The first paper of the thesis presents an analysis of peer discussions that were recorded during peer instruction. Peer instruction is a well-established research-based teaching method with effect sizes between 0.3 and 0.7, which has been demonstrated to be an effective approach for engaging students in the learning process. A deductive content analysis was conducted on the peer discussions. The peer discussions pertained to the concept items in kinematics of a formative assessment program. The concepts of "velocity as a rate," "velocity as a vector," and "displacement as the area under the v,t-curve" were subjected to evaluation. The items employed a multi-representational approach. A total of 190 peer instruction events were analyzed from 18 groups in nine classes taught by nine different teachers. The content analysis revealed previously identified alternative student concepts but also refined and extended them. Additionally, new representation-based alternative student concepts were identified, and the catalog of known alternative student concepts for multiple representations was expanded. A statement analysis of the transcribed peer instruction events also revealed that the peer groups discussed using conceptual explanations. A closer analysis of these statements revealed that items with unclearly formulated questions triggered the most conceptual explanations. Both findings contribute to the evidence supporting the effectiveness of peer instruction as a teaching method.
The second paper of the thesis presents the development and validation of the Inventory of Galilean Transformations of Uniform Linear Motion in Position-Time Graphs (IGT). The motion of an object can be depicted in multiple ways, depending on the frame of reference. An examination of this principle can be conducted using a position-time graph. The IGT comprises fifteen multiple-choice items, which are grouped into three categories of transformation. The first transformation, T1, is defined as a transformation within the same frame of reference and is used to evaluate the concept of "velocity as a rate”. The transformation T2 represents the transformation of a graph between two stationary frames of reference, which either have reverted axes or are translated along one dimension. The third transformation, T3, concerns the transformation of a graph in a moving frame of reference. A total of 532 students participated in the multi-stage development and validation process. The IGT exhibits a high level of internal consistency, with a McDonald’s omega coefficient of 0.88. Furthermore, the confirmatory factor analysis demonstrates a clear mapping of the data onto the three identified transformations. The IGT can be employed as a formative assessment tool in an educational setting or as a diagnostic tool in research.
The third paper of the thesis presents a comparative study of an activating 360-degree virtual reality environment and a paper-and-pencil group. It is hypothesized that an activating 360-degree VR environment may enhance immersion in the subject matter, thereby increasing engagement and learning. The existing literature indicates a need for further research in the K-12 education sector involving the use of 360-degree virtual reality environments. Moreover, studies with smaller sample sizes have yielded inconclusive results regarding the impact of learning. This phenomenon merits further investigation. The conceptual knowledge and engagement between the two groups were assessed using the newly designed IGT presented in the second paper. Both groups utilized learning materials employing the predict-observe-explain method and supplementary exercises. The study involved 313 high school students from the advanced track of upper secondary school. A hierarchical linear model indicated no conceptual learning effect between the groups. An equivalence analysis yielded inconclusive results for a Cohen's d of 0.2. In alignment with existing literature, we can report enhanced engagement and a stronger inclination to perform well for the 360-degree virtual reality learning environment group.
The first paper provides insight into student difficulties in kinematics, the second paper presents an inventory for the Galilean transformation of uniform motion that can be used as a diagnostic tool and the third paper presents a comparative study in a pre-posttest setting, where an immersive activating 360-degree virtual reality learning environment is compared to a paper-and-pencil environment. The significance of the results of these studies are explored in the context of classroom teaching and physics education research. Additionally, recommendations are provided for future research and advanced educational practices designed to enhance students' conceptual understanding in physics.
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ETH Zurich
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Physics education research; Science education; Peer instruction; 360-degree VR learning environment; Inventory development; Kinematics; Galilean transformation
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03815 - Vaterlaus, Andreas / Vaterlaus, Andreas