Assessment of technology-based learning tools in an introductory physics laboratory

Abstract

The computer and other related technologies are being used with vigor within many domains of science, mathematics, engineering, and technology (SMET) education. In this paper we address strategies designed to assess student learning following instruction that utilizes technology-based learning tools in the introductory physics laboratory. To address this issue, we describe an interactive laboratory experiment designed to teach the concept of momentum and impulse to introductory physics students. The laboratory activity makes use of a collision apparatus and computer interface to allow students to collect relevant data. An interactive software tool allows students to perform a series of analyses of various elastic and inelastic collisions. We link the discussion of assessment of student learning to learning gains to address how the use of technology as an interactive learning tool impacts student learning. The associated discussion should have broad applications in a wide range of areas in science, mathematics, engineering, and technology education.