Journal
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
Volume 25, Issue 1, Pages 16-33Publisher
SPRINGER
DOI: 10.1007/s10956-015-9574-4
Keywords
Science simulation; Probeware; Mixed-reality; Gas laws; Kinetic molecular theory; Tangible user interface
Funding
- National Science Foundation [IIS-1123868]
- Direct For Computer & Info Scie & Enginr
- Div Of Information & Intelligent Systems [1124281] Funding Source: National Science Foundation
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Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected physical and virtual experiences has the potential to promote connections among ideas. This paper explores the effect of augmenting a virtual lab with physical controls on high school chemistry students' understanding of gas laws. We compared students using the augmented virtual lab to students using a similar sensor-based physical lab with teacher-led discussions. Results demonstrate that students in the augmented virtual lab condition made significant gains from pretest and posttest and outperformed traditional students on some but not all concepts. Results provide insight into incorporating mixed-reality technologies into authentic classroom settings.
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