A Usability Study of Classical Mechanics Education Based on Hybrid Modeling: Implications for Sustainability in Learning

Rosanna E Guadagno,Paul Fishwick,Rong Jin,Mary Urquhart,Ngoc Tran,Cenk Koknar,Virgilio Gonzenbach,Aniket Raj,Baily Hale,Midori Kitagawa,Michael Kesden,Ken Suura,Haley Puddy

doi:10.3390/su132011225

Abstract

A usability study evaluated the ease with which users interacted with an author-designed modeling and simulation program called STEPP (Scaffolded Training Environment for Physics Programming). STEPP is a series of educational modules for introductory algebra-based physics classes that allow students to model the motion of an object using Finite State Machines (FSMs). STEPP was designed to teach students to decompose physical systems into a few key variables such as time, position, and velocity and then encourages them to use these variables to define states (such as running a marathon) and transitions between these states (such as crossing the finish line). We report the results of a usability study on high school physics teachers that was part of a summer training institute. To examine this, 8 high school physics teachers (6 women, 2 men) were taught how to use our simulation software. Data from qualitative and quantitative measures revealed that our tool generally exceeded teacher’s expectations across questions assessing: (1) User Experience, (2) STEM-C Relevance, and (3) Classroom Applicability. Implications of this research for STEM education and the use of modeling and simulation to enhance sustainability in learning will be discussed.

Highlights

This paper reports the results of our first usability test of our modules with high school physics teachers
We have developed a Scaffolded Training Environment for Physics Programming (STEPP; see Figure 1), and our research team has partnered with local high school teachers to test three scaffolded tutorial modules that consist of instructions, tutorials, and sample programs that can be incorporated in existing high school physics courses
The present study describes the results of our usability survey to determine whether the high school physics teachers attending the summer institute felt that the software was easy and enjoyable to use, would facilitate student physics and STEM-C learning, and would be useful in a high school physics classroom

Summary

Introduction

The United States is a global leader in research and development across the sciences. This position is threated by an increasing shortage of qualified workers. Recent data demonstrate this trend—a 2015 study reported that the US ranks low compared to other countries in terms of high school students’ science, technology, engineering, and math (STEM) proficiency [1]. To help address this gap, the authors of the present manuscript obtained federal funding to develop a Scaffolded Training Environment for Physics Programming (STEPP) environment for use in high school physics classes

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Discussion

Conclusion