Computer Quiz Games and Math-Science Sensemaking

Interactive engagement methods (IEMs) are developing pedagogical practices in introductory higher-education physics courses which are intended to increase learning outcomes and enable underrepresented students to employ varied modes of learning. We create gamified IEMs we refer to as Computer Quiz Games (CQGs), which are made taking many factors into account. We also report on differences in FCI and BEMA test results between a small liberal arts college in the U.S. and a U.S.-like abroad (ESL) institution which identify linguistic barriers, as well as math background issues in introductory general physics. Additionally, we compare pretest and posttest results to understand “truly learned” concepts in based on the definition of Dellwo (rather than Hake) gain. The implementation and output of the resulting Computer Quiz Games for introductory physics students’ weekly self-paced learning will offer insights into the math-science sensemaking skills of physics students and if the quizzes improve learning gains when used to supplement traditional learning.

References: DOI: 10.1103/PhysRevPhysEducRes.19.020136 . https://chemrxiv.org/engage/chemrxiv/article-details/61567c5a093c9a27916f40a4 .