An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes

✍ Scribed by Lawrence T. Escalada; Dean A. Zollman

• Publisher: John Wiley and Sons
• Year: 1997
• Tongue: English
• Weight: 920 KB
• Volume: 34
• Category: Article
• ISSN: 0022-4308
• DOI: 10.1002/(sici)1098-2736(199705)34:5<467::aid-tea4>3.0.co;2-o

✦ Synopsis

Interactive digital video provides students with control of computer visualization techniques and allows them to collect, analyze, and model two-dimensional motion data. Activities that use these techniques were developed for students to investigate the concept of frames of reference in various real-life situations. This investigation examines the effect on student learning and attitudes of using these materials in an introductory college physics course. The study measured students' computer attitudes and found improvement in students' feelings of comfort in using computers after completion of the activities. We found students' prior computer experience did not influence their perceptions of the activities. The majority of participants perceived discussion and the computer visualization techniques as being very effective in helping them learn. Students' understanding of the physics concepts were assessed and the participants' scores were compared with nonparticipants' scores. Although analysis of variance statistical procedures revealed no significant differences between the two groups, the results of this study indicate that sophisticated instructional video software can be perceived as easy to use and effective by students who are novices and experts in using computers. Thus, interactive digital video tools and activities have the potential to provide physics teachers with the latest technology to bring the active process of learning physics to their classroom.