Simulations in the Physics Laboratory: Is VPython Valuable?
Summary: Attendees will understand findings from a large-scale (N = 2021), longitudinal study of the VPython simulation program as used in introductory mechanics (physics) labs at Purdue. This study indicates that students give this program “mixed reviews,” with students reporting varied difficulties that undercut the potential benefits for learning. Some of these issues may arise with other kinds of simulation programs. Possible solutions will be discussed.
Description:
VPython is a physics simulation program that was created to complement the “Matter and Interaction” physics (mechanics) curriculum developed by Ruth Chabay and Bruce Sherwood. These scholars have described VPython as highly effective in helping students learn college-level physics. For example, it can be used to be model a wide range of physical properties, and the programming language contains equation-like statements that can help to reinforce students’ understanding of the mathematics that underlies physical behavior. However, VPython has received little evaluation by users other than the original developers. The current study provides a large-scale (N =2021), longitudinal assessment of students’ experiences with VPython in introductory mechanics labs at Purdue University.
Participants in the study were students enrolled in PHYS 172, the introductory mechanics course for engineering and science majors at Purdue. 521 students participated in Fall 2006, and 1500 students participated in Spring 2007. Students completed online surveys assessing their experiences with VPython at three points in the Fall and six points in the Spring. At each point, survey questions focused on student experience of using VPython during the prior week’s labs. Survey questions included scales that measured ease of use, enjoyment, and learning (with learning subscales including synthesis and visualization). In a final survey, participants were also asked about a variety of student characteristics (e.g., semesters of high school physics, coursework in computer programming) and what they would change about the VPython program or its use in PHYS 172.
Analyses of both quantitative and qualitative data provide a “mixed review” of VPython from the student perspective. Across both semesters, ease of use, enjoyment and learning evaluations were moderately positive early in the semester and declined as the lab assignments became more challenging. Higher course grades and greater experience with computer programming were associated with more positive evaluations. A majority of students in both semesters cited one or more things in need of change, including more instruction in programming and higher quality help from TAs in charge of the labs. Greater technical support was also needed, especially in the first (Fall) semester. These findings suggest that VPython may have value in helping students to master physics, but that there are multiple instructional and technical challenges that must be managed if the program is to provide significant benefit for a majority of students. Some of these challenges are likely to arise with the use of other simulation programs. Solutions to some of the problems might include reducing the programming requirement through use of more “canned” code and increasing the number of lab TAs or improving TA training.
Participants in the study were students enrolled in PHYS 172, the introductory mechanics course for engineering and science majors at Purdue. 521 students participated in Fall 2006, and 1500 students participated in Spring 2007. Students completed online surveys assessing their experiences with VPython at three points in the Fall and six points in the Spring. At each point, survey questions focused on student experience of using VPython during the prior week’s labs. Survey questions included scales that measured ease of use, enjoyment, and learning (with learning subscales including synthesis and visualization). In a final survey, participants were also asked about a variety of student characteristics (e.g., semesters of high school physics, coursework in computer programming) and what they would change about the VPython program or its use in PHYS 172.
Analyses of both quantitative and qualitative data provide a “mixed review” of VPython from the student perspective. Across both semesters, ease of use, enjoyment and learning evaluations were moderately positive early in the semester and declined as the lab assignments became more challenging. Higher course grades and greater experience with computer programming were associated with more positive evaluations. A majority of students in both semesters cited one or more things in need of change, including more instruction in programming and higher quality help from TAs in charge of the labs. Greater technical support was also needed, especially in the first (Fall) semester. These findings suggest that VPython may have value in helping students to master physics, but that there are multiple instructional and technical challenges that must be managed if the program is to provide significant benefit for a majority of students. Some of these challenges are likely to arise with the use of other simulation programs. Solutions to some of the problems might include reducing the programming requirement through use of more “canned” code and increasing the number of lab TAs or improving TA training.
Erina MacGeorge
Associate Professor
Purdue University
Associate Professor
Purdue University
I conduct research on instructional technologies, especially audience response technology ("clickers"). I was an early adopter of audience response technology, and due to my experience and research findings have become both proponent and critic of technology in the college classroom.