Lei Bao

Physics Education Research Group

Department of PhysicsThe Ohio State University

Context Cues and Learning: A virtual environment platform for education

research and practice

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About this Research

• A basic study on context dependence of learning: how low-level sensory cues from contexts affect the learning process?

• Theoretical development of measurement methods and representations to study the issue of context dependency of learning.

• Experimental research using Virtual Environment as a platform to investigate the interactive relations between context cues and learning processes.

• Applications of research in education practice.

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Areas of Studies

• Conduct systematic qualitative research to identify and investigate specific context cues (especially sensory cues) of physics examples that are important to the students’ learning of the physics concepts.

• Develop methods to measure, assess and represent the involvement of context cues in different stages of learning.

• Using the developed representation, study how the identified context cues affect learning as well as how students’ previous knowledge affects their interpretations of context cues.

• Develop Virtual Environment physics activities as a platform to investigate experimentally how low-level sensory cues such as haptic cues affect learning and how such cues may be addressed in instruction.

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Cognitive Associations: Implications from Psychology, and Neural Science

• Association is one common function of neural systems– Associative network (memory developing and retrieving);

Pattern associative network (linking different pieces of knowledge)

• Context stimuli are automatically integrated together to form episodic memories of a context scenarios.

• There are fundamental uncertainties in cognitive processes.

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Context Cues and Knowledge Development

A context setting often contains multiple cues that can each activate associations with different pieces of knowledge.

In current instruction:• Only abstract cues of physical representations used by the

instructors are seriously addressed in class:– Implicit on the actual sensible and appropriate interpretations.– Often discussed in isolated situations. – Students only get fragmented pieces rather than a integrative

understanding.

• Cues in real life experience are often ignored:– Visual cues of a moving object.– Auditory cues associated with moving/vibrating objects.– Haptic cues of pushing an object.

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Problems of Disintegrated Context Cues in Knowledge Development – Fragmentation of Knowledge

Context Cues Addressed in Instruction

Knowledge Introduced

in Class

Naïve Knowledge Developed from Real

World Experience

Cues not Addressed in

Instruction, e.g., Sensory Cues

Real Contexts

Student

Student Knowledge

Fragmentation

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Integrating Multiple Context Cues in Learning to Develop Coherent Knowledge

Context Cues Addressed in Instruction

Knowledge Introduced

in Class

Naïve Knowledge Developed from Real

World Experience

Cues in Real Life, e.g.,

Sensory Cues

Real Contexts

Student

Student Knowledge

Integrated in Instruction at the same time

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An Experiment Using Virtual Environment Physics Activities as a Platform for Research and Instruction

Advantages of using a virtual environment• Flexible control of multiple context cues which are otherwise difficult to

be manipulated in real life situations:– Human response time: Something happens too fast such as a collision now

can be interacted in slow motion to allow enough time for students to process the sensory information and make appropriate associations.

– Physical limits: Some experiments require a physical dimension or quantity difficult to realize, e.g., make a cart moving at an easily observable constant acceleration for some time often requires a large space and special equipment.

– Seamless integration of multiple representations used in instruction: We can easily put arrows and numbers on the object to represent velocities, forces, accelerations, etc. The coexistence of multiple representations can significantly enhance the development of an integrated understanding.

– Open environment for self-motivated explorations and investigative learning.

• Convenience and availability (eventually low cost) to students making it possible to learn at “anytime anywhere”.

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Context Cues Addressed in Current VE Activities

• Visual Cues:– Visual stimuli of motion

– Integrated multiple numerical and graphical representations

– Sceneries resembling real world situations

• Auditory Cues:– Sound reflecting motion on different surfaces, velocity and

acceleration (in case of a motor)

• Haptic Cues:– Feeling of forces exerted on an object from different directions and

magnitudes: being “hit”, vibration, etc.

– Maintaining a force in different directions and magnitudes: pushing/dragging an object with and without friction.

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Virtual Environment Examples

• Circular Motion: Interactive associations between the feelings and controls of the magnitudes and directions of forces and the visual feedback of the real-time velocity and trajectory of the motion.

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• 1-D Linear Motion: Major “Misconception” – “Motion indicates force”.Major “Hidden Misunderstanding” – Friction force.

• Interactive associations between the feelings and controls of the magnitudes and directions of the pushing force on an object and the visual feedback of the real-time velocity of the motion as a result of the pushing force and a modifiable frictional force.

Force sensor and feedback

3D vibration and shock generator

Signal interface to computer

Push from hand

Direction sensor

A force sensor and feedback device

currently under development.

The VE activity for 1-D linear motion

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Current Research Efforts

• Conduct case studies using VE activities.• Integrate qualitative and quantitative measurements based on

Model Analysis.• Apply the research methods to develop a knowledge base on

the interactive features of low-level context cues in learning.• Apply the research results to develop examples of

instructional interventions using VE activities to address certain destructive effects of low-level context cues.

For more information about this research and potential collaborations in developing and using VE activities in instruction and research, please visit: www.modelanalysis.net.