Investigating simulation use on student learning outcomes in introductory physics

Abstract

The use of computer simulations in physics education is a growing and evolving practice. In this paper, we report the results of a two-year study on the development and analysis of computer simulations and supporting instructional materials for the topic of momentum conservation. In an algebra-based, studio physics course for life science students at a large, private, R1 institution, the designed simulation was implemented into a traditional, two-cart collision lab activity in place of hands-on equipment using a quasi-experimental design. Learning outcomes were measured over two years by comparing student performance on written post-lab exercises, midterm and final exam scores, and pre-and post-test scores of the Energy and Momentum Conceptual Survey (EMCS). In assessing student mastery of the subject matter, we found no significant differences on written assessments for momentum-related learning outcomes between students using only the simulation in the experimental group, and students using only hands-on lab equipment in the control group. Our results continue to add to the growing body of evidence for better understanding the use of computer simulations in place of hands-on equipment for lab activities in physics.