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تسجيل مستخدم جديدVirtual Reality as a Teaching Tool for Moon Phases and Beyond
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A ball on a stick is a common and simple activity for teaching the phases of the Moon. This activity, like many others in physics and astronomy, gives students a perspective they otherwise could only imagine. For Moon phases, a third person view and control over time allows students to rapidly build a mental model that connects all the moving parts. Computer simulations of many traditional physics and astronomy activities provide new features, controls, or vantage points to enhance learning beyond a hands-on activity. Virtual reality provides the capabilities of computer simulations and embodied cognition experiences through a hands-on activity making it a natural step to improve learning. We recreated the traditional ball-and-stick moon phases activity in virtual reality and compared participant learning using this simulation with using traditional methods. We found a strong participant preference for VR relative to the traditional methods. However, we observed no difference across conditions in average levels of performance on a pre/post knowledge test.
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We report on the initial phase of an ongoing, multi-stage investigation of how to incorporate Virtual Reality (VR) technology in teaching introductory astronomy concepts. Our goal was to compare the efficacy of VR vs. conventional teaching methods us
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tions. Only open educational resources (OER) were used for experiments. Virtual experiments were designed to simulate in-person physical laboratory experiments. All the calculations and data analysis (analytical and graphical) were done with Microsoft excel. Formatted excel tables were given to students and step by step calculations with excel were done during the class. Specific emphasis was given to student learning outcomes such as understand, apply, analyze and evaluate. Student learning outcomes were studied with detailed lab reports per each experiment and end of the semester written exam (which based on experiments). Lab class was fully web-enhanced and managed by using a Learning management system (LMS). Every lab class was recorded and added to the LMS. Virtual labs were done by using live video conference technology and labs were tested with the both synchronous and asynchronous type of remote teaching methods.
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e used within Physics I and a few other labs within Physics II depending on the syllabi of Physics I and II classes. Virtual experiments in this lab manual and our previous Physics I (arXiv.2012.09151) and Physics II (arXiv.2012.13278) lab manuals were designed for 2.45 hrs long lab classes (algebra-based and calculus-based). However, all the virtual labs in these three series can be easily simplified to align with conceptual type or short time physics lab classes as desired. All the virtual experiments were based on open education resource (OER) type simulations. Virtual experiments were designed to simulate in-person physical laboratory experiments. Student learning outcomes (understand, apply, analyze and evaluate) were studied with detailed lab reports per each experiment and end of the semester written exam which was based on experiments. Special emphasis was given to study the student skill development of computational data analysis.
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