The use of simulations to better convey abstract scientific concepts or difficult-to-observe scientific occurrences through the manipulation of variables or virtual objects has the potential to improve student science learning. However, misconceptions or extraneous load may emerge if simulation support is insufficient. In this study, we used a…

For nearly two decades, augmented reality (AR) has found diverse applications in education, particularly in science education, where its efficacy has been supported by relevant theories and many empirical studies. However, previous studies have revealed the following research deficit: While AR technology appears to influence learning-related…

In this research, it was aimed to determine the effect of Simulation-Supported Prediction Observation Explanation (SSPOE) activities related to solid and liquid pressure on the conceptions of learning physics of 10th grade students. In the research, a quasi-experimental design with pretest-posttest control group, which is one of the quantitative…

This study explored how scientific ideas interacted in college students' scientific explanations using text analysis techniques and network analysis. A task was given to first-year college students asking them to answer a series of physics questions associated with a computer simulation. Students' written responses were classified into three…

This study investigates the effect of incorporating different learning materials (paper textbooks, wearable AR material, and wearable hybrid AR/VR material) in a physics laboratory education on the situational interest, engagement, and learning performance of high school students. The study utilized a quasi-experimental research design. The…

This study compared the effectiveness of online skeuomorphic physics inquiry-based learning with and without simulation on 8th-grade students' performance of scientific inquiry involving the spring unit. Two classes (58 students) were assigned to the online skeuomorphic physics inquiry-based learning with simulation, and two classes (59 students)…

This study employed a non-equivalent quasi-experimental pre-test/post-test control-group design to study the effect of the PhET simulation intervention on students' engagement, satisfaction, and academic achievement in the learning of direct current electric circuit concepts among Bhutanese students. We analysed the pre- and post-test scores and…

The integration of immersive virtual reality (VR) in authentic science classrooms can result in a totally new learning experience for the students. However, the effect of such a learning experience on students' conceptual learning gains and their perceptions of the experience, while considering students' pre-existing science- and digital…

Computational thinking (CT) and modeling are authentic practices that scientists and engineers use frequently in their daily work. Advances in computing technologies have further emphasized the centrality of modeling in science by making computationally enabled model use and construction more accessible to scientists. As such, it is important for…

The current study investigates the differences in students' explanations of friction concepts after the use of the visuohaptic simulation with two different of sequenced approaches: enhanced visual first to enhanced visual and haptic feedback second (V [right arrow] V + H), and haptic enhanced first to enhanced visual and haptic feedback second (H…

In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching-learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving…

Many educational researchers have investigated how best to support conceptual learning in science education. In this study, the aim was to design learning materials using Physlets, small computer simulations, and to evaluate the effectiveness of these materials in supporting conceptual learning in secondary school physics. Students were taught in…

Hypothesizes that the construction of visual models, resolution of these visual models with numeric models and, in many cases, rejection of commitments such as the belief in one true velocity, are necessary for students to form integrated mental models of relative motion events. Studies high school students' relative motion problem solving.…

Extends the modeling system presented in Part I. This model is applied to two widely diverse educational processes: "Student Actions" and "Do Homework Problem." Its computational syntax imposes completeness criteria on the modeling and its uniformity. (AIM)

We propose, as a special way to explore the physics of flying objects, to use a flight simulator with a personalized scenery to reproduce the territory where students live. This approach increases the participation and attention of students to physics classes but also creates several opportunities for addressing side activities and arguments of…