Real-world context, interest, understanding, and retention

This study investigated the use of real-world contexts during instruction in a high school physics class - through building file folder bridges- and the resulting effect upon student interest in the subject matter, level of understanding, and degree of retention. In particular, the study focused upon whether increases in student interest were attained through the use of real-world contexts, and if the elevated interest level led to a higher degree of subject matter understanding than would be achieved using more traditional teaching methods. The study also determined whether using real-world contexts ultimately resulted in achievement of greater levels of knowledge retention by students. Class observations during traditionally taught units and during units that incorporated real-world contexts, along with a post-graduation questionnaire, were used to assess differences in student interest levels. Student pre- and post-unit test scores were evaluated and compared to determine if statistical differences existed in levels of understanding resulting from the different teaching methods. The post-graduation questionnaire results provided evidence of retention that could be related back to teaching methods. The results of this study revealed the importance of incorporating real-world contexts into science and mathematics courses. Students better understood the relevance of the lessons, which led to higher levels of interest and greater understanding than was achieved through more traditional teaching methods. The use of real-world contexts improved knowledge retention.

ANIMATED TRANSITION IN SIMILARITY-BASED TILED IMAGE LAYOUT

Effective techniques for organizing and visualizing large image collections are in growing demand as visual search gets increasingly popular. iMap is a treemap representation for visualizing and navigating image search and clustering results based on the evaluation of image similarity using both visual and textual information. iMap not only makes effective use of available display area to arrange images but also maintains stable update when images are inserted or removed during the query. A key challenge of using iMap lies in the difficult to follow and track the changes when updating the image arrangement as the query image changes. For many information visualization applications, showing the transition when interacting with the data is critically important as it can help users better perceive the changes and understand the underlying data. This work investigates the effectiveness of animated transition in a tiled image layout where the spiral arrangement of the images is based on their similarity. Three aspects of animated transition are considered, including animation steps, animation actions, and flying paths. Exploring and weighting the advantages and disadvantages of different methods for each aspect and in conjunction with the characteristics of the spiral image layout, we present an integrated solution, called AniMap, for animating the transition from an old layout to a new layout when a different image is selected as the query image. To smooth the animation and reduce the overlap among images during the transition, we explore different factors that might have an impact on the animation and propose our solution accordingly. We show the effectiveness of our animated transition solution by demonstrating experimental results and conducting a comparative user study.

ON THE EFFECT OF VIRTUAL REALITY ON STUDENT UNDERSTANDING OF AND INTEREST IN PHYSICS

This study investigated the effect that the video game Portal 2 had on students understanding of Newton’s Laws and their attitudes towards learning science during a two-week afterschool program at a science museum. Using a pre/posttest and survey design, along with instructor observations, the results showed a statistically relevant increase in understanding of Newton’s Laws (p=.02<.05) but did not measure a relevant change in attitude scores. The data and observations suggest that future research should pay attention to non-educational aspects of video games, be careful about the amount of time students spend in the game, and encourage positive relationships with game developers.