Teaching with Tech
Asynchronous Session
Characterizing the Effect of Touch with Physical and Virtual Experiments on Students' Understanding of Buoyancy View Digital Media
Paper Presentation in a Themed Session Mayari Serrano A.
This study investigates differences in students' explanations of why objects float or sink in a fluid before and after being exposed to a physical or a virtual hands-on experiment. Participants included 51 students from an undergraduate course in physics. Twenty-six students were exposed to a physical hands-on experiment and twenty five students were exposed to a visuo-haptic simulation. The physical hands-on experiment consisted of an activity where students submerged objects with different masses and volumes in fluids with different densities. In the physical experiments the objects where tied to a thread enabling students to feel the effect of the buoyancy force created by the interaction of the object and the fluid. In the visuo-haptic simulation students were provided with a simulation of a cube that could be submerged in a fluid contained on a beaker. Students experimented with an interface where they were able to modify the object's density and volume, as well as the fluid's density. A Novint falcon haptic device exercised a force feedback as students submerged the object in the fluid. This feedback allowed students to feel the buoyant force after modifying the variables. Students responded a pre-test and post-test assessment designed to identify their conceptual understanding of buoyancy. There was an statistically significant difference between pre-test and post-test scores for both treatments, however, statistically the treatments were not significantly different from each other. Misconceptions related to mass and weight were also prevalent in the learners' responses even after treatment implementation.
Reflecting on Lessons-Learned for VR Implementation in Design Curricula in South Africa View Digital Media
Paper Presentation in a Themed Session Hyacinthe Tonga
The authors delve into insights garnered from a comprehensive review of the literature concerning the utilisation of Virtual Reality Gear (VRG). The focus is on the nascent and evolving applications of VRG within both national and international contexts, specifically within the realms of architectural education and the industry at large. Acknowledging VRG as a groundbreaking innovation that first emerged during the Third Industrial Revolution, this study highlights its swift progression in the era of the Fourth Industrial Revolution. VRG technology endows individuals with the capacity to operate as autonomous designers or collaborative team members in co-designed projects, holding substantial potential to enhance project outcomes by curtailing time, minimizing costs, reducing waste, and lessening environmental as well as energy consumption impacts. This research pinpoints both the challenges and opportunities that can inform teaching and learning strategies in design education, thus equipping students to navigate an ever-evolving work environment. A significant body of research underscores the necessity for increased educational opportunities and a more profound understanding of VRG applications within the architecture and interior design sectors, which significantly influence its implementation. Insights from international studies reflect a global demand for seasoned VRG professionals within the architectural domain. In response, educational institutions have initiated foundational VRG courses and projects, and researchers, including the authors, are advocating for educational frameworks aimed at accommodating the rapid development pace of VRG technology. This paper specifically examines the implementation of VRG within the South African architectural sector and juxtaposes the findings with extant international research.
Digital-Human Collaboration in Higher Degree Course Evaluation View Digital Media
Paper Presentation in a Themed Session Deirdre Pratt, Pregalathan Reddy
This paper is part of an ongoing cycle of research projects theorising and testing out various options for digital-human collaboration in higher education, noting which processes should be carried out by humans or artificial intelligence (AI). While research shows that AI can amplify and expand educational data processing exponentially, it must be emphasised that AI-tools have cognitive empathy only. This means that they can use induction to ascertain what learners are thinking (from textual and timing cues) but not what they actually need at any given moment. While near-instantaneous responses to learner queries are possible using AI, it must be noted that human procedures follows certain sequences, and that learners do not need (or want) to be constantly monitored and bombarded with ‘help’ at all levels of the spectrum simultaneously. In order to demonstrate how human and AI aptitudes can best be combined in digital-human collaboration in teaching and learning, this paper uses a model of human/AI interaction to analyse two projects involving higher degree course evaluation. The projects involve both agentic AI and AI agents, and the theoretical framework used shows how human functioning is augmented by AI tools.
