Figure - available from: Journal of Computer Assisted Learning
This content is subject to copyright. Terms and conditions apply.
![(a) Creating a vector, changing its direction and magnitude, and resolving it into rectangular components. (b) Addition of two vectors. (c) Right Triangles superimposed. (d) Rectangular Components getting added. The interactive simulation Touchy‐Feely Vectors‐1 is publicly available on a computer at the link http://bit.ly/tfv‐1, which can also be accessed by scanning the QR code [Colour figure can be viewed at wileyonlinelibrary.com]](publication/346752836/figure/fig1/AS:11431281176599324@1690212012423/a-Creating-a-vector-changing-its-direction-and-magnitude-and-resolving-it-into.png)
(a) Creating a vector, changing its direction and magnitude, and resolving it into rectangular components. (b) Addition of two vectors. (c) Right Triangles superimposed. (d) Rectangular Components getting added. The interactive simulation Touchy‐Feely Vectors‐1 is publicly available on a computer at the link http://bit.ly/tfv‐1, which can also be accessed by scanning the QR code [Colour figure can be viewed at wileyonlinelibrary.com]
Source publication
Educational technology designs in developing countries mostly focus on making knowledge resources widely available, through MOOCs, repositories and computer‐based tutoring. The use of digital media for cognitive augmentation, particularly interactive designs that help learners understand modelling topics in STEM, is underexplored. We report a 3‐yea...
Similar publications
This research adopts Keller’s ARCS motivation theory as a method to create a teaching experiment by integrating augmented reality (AR) into teaching in order to enhance learning interest and learning effectiveness in a digital media design course. The purpose of this research is to examine the application of AR in quarantine during the COVID-19 pan...
Citations
... This constraint suggests that any redesign of curricula for such resource limited contexts needs to start from textbook-based teaching and learning. A pedagogical design driven by this constraint is presented by Karnam et al., where a simulation-based design (a touchbased interactive system to learn model-based reasoning using vectors) is connected to textbooks using QR codes, thus augmenting the textbook with interactive media [50]. This mixed media structure allowed teachers to smoothly extend their existing textbook-based teaching practices, to demonstrate (using their personal phones) the dynamics embedded in vector operations. ...
Recent educational policies advocate a radical revision of science curricula and pedagogy, to support interdisciplinary practices, a distinguishing feature of contemporary science. Computational modeling (CM) is a core methodology of interdisciplinary science, as such models allow intertwining of data and theoretical perspectives from multiple domains, to address complex problems such as climate change and pandemics. This integrative nature of CM could support the pedagogical transition to interdisciplinary science as well. Most approaches to introduce CM in science curricula are based on learning new practices, such as VPython programming or agent-based modeling. These approaches do not integrate CM with existing content, media, and teaching practices. To facilitate this integration, we present a more gradualist design, starting from derivation models in physics. This design was implemented as a set of teacher professional development modules, and presented to a group of physics teachers interested in introducing CM to undergraduate students. The analysis of their responses indicates that even this gradual transition to CM requires teachers to significantly revise their ideas about the nature of physics and physics learning (their personal epistemologies). We discuss how the teacher professional development modules were redesigned based on this finding.
