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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 using one specific topic, Moon phases and eclipses. After teaching this topic to an ASTRO 101 lecture class, students were placed into three groups to experience one of three additional activities: supplemental lecture, hands-on activity, or VR experience. All students were tested before and after their learning activity. Although preliminary, our results can serve as a useful guide to expanding the role of VR in the astronomy classroom.
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
In the past twelve months, our team has had to move rapidly from conducting most of our user experiments in a laboratory setting, to running experiments in the wild away from the laboratory and without direct synchronous oversight from an experimente
Despite the negative stereotypes still overshadowing community colleges, scores of freshmen nationwide are deliberately beginning their college careers at these institutions, and the numbers are increasing more than twice as fast as those of four-yea
Introductory electricity and magnetism lab manual was designed to use with virtual Physics II class. The lab manual consists of experiments on electrostatics, electric potential and energy, current and resistance, DC circuits, electromagnetism, and A
A set of virtual experiments were designed to use with introductory physics I (analytical and general) class, which covers kinematics, Newton laws, energy, momentum, and rotational dynamics. Virtual experiments were based on video analysis and simula