Improving Student Learning of Impulse and Momentum in Particle Dynamics through Computer Simulation and Animation

Autor/inn/en	Fang, Ning; Guo, Yongqing
Titel	Improving Student Learning of Impulse and Momentum in Particle Dynamics through Computer Simulation and Animation
Quelle	In: Journal of Educational Computing Research, 60 (2023) 8, S.1969-1990 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fang, Ning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221096979
Schlagwörter	Educational Improvement; Learning Processes; Educational Technology; Computer Software; Computer Simulation; Animation; STEM Education; Problem Solving; Physics; Science Instruction; Computer Graphics; Undergraduate Students; Engineering Education; Comparative Analysis; Teaching Methods; Intervention; Outcomes of Education; Achievement Gains; State Universities + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Learning process; Lernprozess; Unterrichtsmedien; Computergrafik; Computersimulation; STEM; Problemlösen; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung; Staatliche Universität
Abstract	Computer simulation and animation (CSA) is educational technology in which computer programs are employed to simulate and animate real-world physical phenomena and processes. CSA has attracted growing attention and received an increasing number of applications in the international science, technology, engineering, and mathematics education community in recent years. The present study focuses on developing and assessing two CSA learning modules for improving student learning and problem-solving related to impulse and momentum in particle dynamics. Both CSA learning modules integrate mathematical problem-solving procedures into computer simulation and animation. They have interactive computer graphical user interfaces, which enable students to change input variables and visualize how output variables change accordingly. A quasi-experimental, quantitative research study was performed, involving 285 undergraduate engineering students divided into a comparison group that did not use CSA and an intervention group that used CSA. The results of statistical non-parametric analysis on the data collected from pre- and post-tests on the two groups show that, on average, the intervention group achieved more learning gains than the comparison group by 44% and 40% from two CSA learning modules, respectively. The difference in learning gains between the two groups of student participants was statistically significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01