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

物理导论通常是科学、技术、工程和数学专业的关键入门课程，学生们在物理导论课上挣扎的一个原因是，某些主题很难在心理上想象和操纵。例如，矢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，从而增强了深度学习的潜力。该项目的范围包括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，并与也参与环境的讲师互动。设计的一个关键组成部分是包容性访问，因为该平台不需要昂贵或复杂的设备。所有的学生都可以在任何地方参与，只需要一台智能手机和一个学习的愿望。本计画的目标是开发专为本科物理教育而设的空间计算环境。通过利用教育研究方面的专业知识和最先进的技术，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互动，并与彼此和教师实时互动。本计划的范围包括：(1)建构三个基本的学习空间：电场、磁场和电磁波；(2)发展以研究为基础的理论，探讨虚拟实境体验如何提高学生的学习成效。该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准确看到学生正在观看的内容的现场讲师，以及学习评估措施。为了优化这种新方法的设计和实现，我们将研究学生在这些虚拟环境中的行为和他们的学习收益。访问环境将具有包容性，因为它与平台无关：虽然教师可能使用复杂的工具，但学生可以通过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有风险的学生创造成功的学习机会。研究结果将通过研究各种组成元素和任务在更深层次的可视化和概念理解中吸引学生的方式，推进空间计算学习环境中具身认知的知识。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.