Seeing Virtually: Toward a Vision of Teaching Physics in 3-D Space

物理入门课通常是科学、技术、工程和数学专业的关键入门课，学生们在这门课上苦苦挣扎的一个原因是，某些主题很难在脑海中想象和操纵。例如，向量和场本身就具有挑战性，当使用静态二维图像呈现时更是如此。相反，在虚拟现实中，学生能够在触觉环境中使用熟悉的手势与物体进行交互，从而增强了深入学习的潜力。该项目的范围涉及开发基于虚拟现实的物理学习空间，学生可以从多个角度探索模型，操作组件，并与也参与环境的教师进行互动。该设计的一个关键组成部分是包容性接入，因为该平台不需要昂贵或复杂的设备。所有学生都可以从任何地方参与，只需一部智能手机和一个学习的愿望。这个项目的目标是开发专门用于本科物理教育的空间计算环境。通过利用教育研究和最先进技术的专业知识，该团队将原型化，迭代开发和优化协作教育空间，学生可以与物理现象的三维渲染进行互动，并与真实的时间和教师进行互动。本项目的范围包括（1）构建电场、磁场和电磁波这三个基本的学习空间;（2）开发关于虚拟现实体验如何提高学生学习收益的研究理论。这些空间将包括与物理现象相关的动态图形元素，修改这些现象的交互工具，可以假设学生的视角来查看学生正在查看的内容的现场教师，以及学习评估措施。学生在这些虚拟环境中的行动和他们的学习收益将进行研究，以优化这种新方法的设计和实施。对环境的访问将是包容性的，因为它是平台无关的：虽然教师可能使用复杂的工具，学生可以使用平板电脑或智能手机加入。 这将为所有学生，特别是代表性不足的少数民族和处境危险的学生创造成功的学习机会。调查结果将通过调查各种组成元素和任务使学生更深入地了解可视化和概念理解的方式来推进空间计算学习环境中的具体认知知识。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

One reason that students struggle in introductory physics classes, which are often key entry points for science, technology, engineering, and math majors, is that certain topics are difficult to mentally visualize and manipulate. For example, vectors and fields are challenging in their own right, and even more so when presented using static two-dimensional imagery. Conversely, in virtual reality where students are able to be present in a tactile environment and use familiar gestures to interact with objects, the potential for deeper learning is enhanced. The scope of this project involves developing virtual reality-based physics learning spaces in which students can explore models from multiple angles, manipulate the components, and interact with an instructor who is also engaged within the environment. A critical component of the design is inclusive access, as the platform does not require expensive or complicated equipment. All students will be able to participate from anywhere with nothing more than a smartphone and a desire to learn.The goal of this project is to develop spatial computing environments that are specialized for undergraduate physics education. By leveraging expertise in educational research and state-of-the-art technologies, the team will prototype, iteratively develop, and optimize collaborative educational spaces where students can interact with three-dimensional renderings of physics phenomena and engage with each other and instructors in real time. The scope of this project involves (1) constructing three fundamental learning spaces: electric fields, magnetic fields, and electromagnetic waves, and (2) developing research-based theory regarding how virtual reality experiences can improve students’ learning gains. The spaces will include dynamic graphical elements relevant to the physics phenomenon, interaction tools to modify those phenomena, a live instructor who can assume a student’s perspective to see exactly what the student is viewing, and learning assessment measures. The students’ actions in these virtual environments and their learning gains will be studied in order to optimize the design and implementation of this novel approach. Access to the environment will be inclusive because it is platform-agnostic: while the instructor may use sophisticated tools, students can join with a tablet or smartphone. This will foster successful learning opportunities for all students, and particularly for underrepresented minorities and at-risk students. Findings will advance knowledge on embodied cognition in spatial computing learning environments by investigating the ways in which various composition elements and tasks engage students in deeper levels of visualization and conceptual understanding.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.