Abstract
As part of our new digital video age, physics students throughout the world can use smart phones, video cameras, computers and tablets to produce and analyze videos of physical phenomena using analysis software such as Logger Pro, Tracker or Coach. For several years, LivePhoto Physics Group members have created short videos of physical phenomena. They have also developed curricular materials that enable students to make predictions and use video analysis software to verify them. In this paper a new LivePhoto Physics project that involves the creation and testing of a series of Interactive Video Vignettes (IVVs) will be described. IVVs are short webbased assignments that take less than ten minutes to complete. Each vignette is designed to present a video of a phenomenon, ask for a student’s prediction about it, and then conduct on-line video observations or analyses that allow the user to compare findings with his or her initial prediction. The Vignettes are designed for web delivery as ungraded exercises to supplement textbook reading, or to serve as pre-lecture or pre-laboratory activities that span a number of topics normally introduced in introductory physics courses. A sample Vignette on the topic of Newton’s Third Law will be described, and the outcomes of preliminary research on the impact of Vignettes on student motivation, learning and attitudes will be summarized.
Highlights
Video expositions are already available to help students solve problems, listen to lectures, view demonstrations, and perform virtual laboratory experiments
Each vignette is designed for web delivery to supplement textbook reading or serve as a pre-lecture or pre-laboratory activity. These Vignettes are designed to address topics covered in introductory physics courses that can be illuminated with videos and address student learning difficulties identified by Physics Education Research and Cognitive Science (Roth, 1985; [2])
Our group is optimistic that ongoing research on the effectiveness of Interactive Video Vignettes (IVVs) on other topics will prove to be superior to many conventional out-of-class assignments and in some cases augment or replace other types of out-of-class learning experiences
Summary
Video expositions are already available to help students solve problems, listen to lectures, view demonstrations, and perform virtual laboratory experiments. Information on how each student interacts with a Vignette can be tracked automatically, so PIs are acquiring a large body of data on how students interact with a Vignette with regard to: (1) preconceptions; (2) data interpretation abilities; and (3) conclusions This ongoing research enables the IVV team and others to revise Vignettes to render them more effective. Each vignette is designed for web delivery to supplement textbook reading or serve as a pre-lecture or pre-laboratory activity These Vignettes are designed to address topics covered in introductory physics courses that can be illuminated with videos and address student learning difficulties identified by Physics Education Research and Cognitive Science (Roth, 1985; [2]). This four-year project began in late 2011.
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