arXiv subjects

Loo Kang Wee

Publications and source records attributed to Loo Kang Wee.

At least 19 recordsLinked to original sources

arXiv2024

Easy JavaScript Simulation (EJSS) Data Analytics for Singapore

We have integrated Easy JavaScript Simulation (EJSS) Data Analytics into the national Learning Management System for Singapore schools, known as the Singapore Student Learning Space (SLS). EJSS Data Analytics enhances the teaching and learning experience for educators and students by enabling educators to monitor and evaluate students interactions with interactive computer simulations. The data analytics and visualisation capabilities are delivered using the Moodle platform and version 1.3 of the specifications for Learning Tools Interoperability (LTI). In this paper, we showcase the potential for EJSS Data Analytics to identify students learning difficulties and misconceptions. Four examples of EJSS Data Analytics applications are provided to illustrate insights on aspects that include understanding a students sequential actions leading to specific task outcomes, the frequency of task attempts by each student, and the ratio of students achieving correct versus incorrect task completions. We identify five key considerations for designing the EJSS teacher dashboard. These considerations relate to Student Thought Process, Student Behaviour, Student Engagement, Student Choice, and Teacher Feedback. These five facets provide a framework for aligning our design efforts with the needs of students and teachers, also drawing upon research in data analytics for education.

physics.ed-ph↗

arXiv2022

Modern Physics demonstrations with DIY Smartphone Spectrometers

Smartphones are widely available and used extensively by students worldwide. These phones often come equipped with high-quality cameras that can be combined with basic optical elements to build a cost-effective DIY spectrometer. Here, we discuss a series of demonstrations and pedagogical exercises, accompanied by our DIY diffractive spectrometer that uses a free web platform for instant spectral analysis. Specifically, these demonstrations can be used to encourage hands-on and inquiry-based learning of wave optics, broadband vs discrete light emission, quantization, Heisenberg's energy-time uncertainty relation, and the use of spectroscopy in day-to-day life. Hence, these simple tools can be readily deployed in high school classrooms to communicate the practices of science.

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arXiv2020

Promoting the Joy of Learning by Turning a Smartphone into Scientific Equipment

Smartphone is a powerful internet connected computer packed with internal sensors that measure sound, light, acceleration and magnetic field strength. Physics teachers can use them as measurement devices to demonstrate science concepts and promote the joy of learning. Some research has also shown the benefits of using smartphones for teaching and learning physics. This article aims to extend mobile phone research with our open source apps and low-cost experimental design. The three experiments that we designed include radioactivity, line spectrum, standing sound wave and polarization of light. Students are able to conduct experiments and collect data easily without using bulky data loggers or laptops. Substituting a data logger with a smartphone will mean that every student can possess his/her own measuring tool inside and outside the classroom, instead of having to share with a large group of students in a scheduled lab. By empowering the students to conduct their own experiments and collect data, the use of the smartphone as a tool aims to support student learning anytime and anywhere, igniting greater joy of learning

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arXiv2019

Development of Learning Analytics Moodle Extension for Easy JavaScript Simulation (EjsS) Virtual Laboratories

Easy JavaScript Simulations (EjsS) is a popular and powerful authoring toolkit for the creation of open source HTML5 compliant JavaScript simulations. This paper focuses on developing a Learning Analytics extension in Moodle for EjsS, capable of monitoring interactions with the simulation (e.g. mouse clicks, states of buttons and sliders, variable assignments). This extension was piloted with educational physics simulations. Data on learners can be visualised in real-time on the instructor dashboard, allowing instructors to better understand the learning process and modify classroom instruction accordingly.

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arXiv2017

Deployment of physics simulation apps using Easy JavaScript Simulations

Physics simulations are widely used to improve the learning process in science and engineering education. Deployment of a computational physics simulation/model is extremely complex given the fact that both knowledge and skills for the science equations and the computational and programming aspects are required for a fully functional simulation, typically requiring a science educator and computer scientists/developer to work together. However, when using Easy JavaScript Simulation (EjsS) modeling toolkit, the instructor can be both the science educator and computer programmer, only needing to define the simulation variables, model and view, and the modeling toolkit can generate the computer codes for the physics simulation. Moreover, the programming aspects can become even more complex if simulations require being optimized for both Android and iOS mobile devices. The current version of EjsS provides instructors with an authoring tool that includes facilities for the creation of such JavaScript simulations as mobile apps, thus simplifying the purely programming aspects. This paper presents a new and novel EjsS functionality to generate physics simulation apps for iOS and Android. The generation process is based on the integration of the Ionic/Cordova and AngularJS technologies into EjsS. Finally, we present several working examples based on the works of Open Source Physics at Singapore.

physics.ed-ph↗

arXiv2016

Creating Electronic Books-Chapters for Computers and Tablets Using Easy Java/JavaScript Simulations, EjsS Modeling Tool

This paper shares my journey (tools used, design principles derived and modeling pedagogy implemented) when creating electronic books-chapters (epub3 format) for computers and tablets using Easy Java/JavaScript Simulations, (old name EJS, new EjsS) Modeling Tool. The theory underpinning this work grounded on learning by doing through dynamic and interactive simulation-models that can be more easily made sense of instead of the static nature of printed materials. I started combining related computer models with supporting texts and illustrations into a coherent chapter, a logical next step towards tighter support for teachers and students ,developing prototypes electronic chapters on the topics of Simple Harmonic Motion and Gravity customized for the Singapore-Cambridge General Certificate of Education Advanced Level (A-level). I aim to inspire more educators to create interactive and open educational resources for the benefit of all. Prototypes: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/08-gravity/154-e-book-shm http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/09-oscillations/153-e-book-gravity and Apple iBook Store, Google Play Book and Kindle Book

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arXiv2016

Using the knowledge of penumbra with a trick simulation

The study is about a basic shadow experiment, which was enriched with a simulation to understand the reasoning of participants when we use a trick. Two light sources create an umbra and penumbra behind the objects. With this experiment, we asked what would happen when the penumbras interact. Most of the participants predicted the correct solution, that there should be an umbra. Some of the participants choose wrong alternative, and explained in terms of the structure of penumbra.

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arXiv2015

Geostationary Earth Orbit Satellite Model using Easy Java Simulation

We develop an Easy Java Simulation (EJS) model for students to visualize geostationary orbits near Earth, modeled using Java 3D implementation of the EJS 3D library. The simplified physics model is described and simulated using simple constant angular velocity equation. Four computer model design ideas such as 1) simple and realistic 3D view and associated learning to real world, 2) comparative visualization of permanent geostationary satellite 3) examples of non-geostationary orbits of different 3-1) rotation sense, 3-2) periods, 3-3) planes and 4) incorrect physics model for conceptual discourse are discussed. General feedback from the students has been relatively positive, and we hope teachers will find the computer model useful in their own classes. 2015 Resources http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/08-gravity/62-gravity10

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arXiv2015

Understanding resonance graphs using Easy Java Simulations (EJS) and why we use EJS

This paper reports a computer model- simulation created using Easy Java Simulation (EJS) for learners to visualize how the steady-state amplitude of a driven oscillating system varies with the frequency of the periodic driving force. The simulation shows (N=100) identical spring-mass systems being subjected to (1) periodic driving force of equal amplitude but different driving frequencies and (2) different amount of damping. The simulation aims to create a visually intuitive way of understanding how the series of amplitude versus driving frequency graphs are obtained by showing how the displacement of the system changes over time as it transits from the transient to the steady state. A suggested how to use the model is added to help educators and students in their teaching and learning, where we explained the theoretical steady state equation, time conditions when the model starts allowing data recording of maximum amplitudes to closely match the theoretical equation and steps to collect different runs of degree of damping. We also discuss two design features in our computer model: A) displaying the instantaneous oscillation together with the achieved steady state amplitudes and B) explicit world view overlay with scientific representation with different degrees of damping runs. Three advantages of using EJS include 1) Open Source Codes and Creative Commons Attribution Licenses for scaling up of interactively engaging educational practices 2) models made can run on almost any device including Android and iOS and 3) allows for redefining physics educational practices through computer modeling. 2015 resource: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/09-oscillations/88-shm24

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arXiv2015

One-dimensional collision carts computer model and its design ideas for productive experiential learning

We develop an Easy Java Simulation (EJS) model for students to experience the physics of idealized one-dimensional collision carts. The physics model is described and simulated by both continuous dynamics and discrete transition during collision. In the field of designing computer simulations, we discuss briefly three pedagogical considerations such as 1) consistent simulation world view with pen paper representation, 2) data table, scientific graphs and symbolic mathematical representations for ease of data collection and multiple representational visualizations and 3) game for simple concept testing that can further support learning. We also suggest using physical world setup to be augmented complimentary with simulation while highlighting three advantages of real collision carts equipment like tacit 3D experience, random errors in measurement and conceptual significance of conservation of momentum applied to just before and after collision. General feedback from the students has been relatively positive, and we hope teachers will find the simulation useful in their own classes. 2015 Resources added: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/46-one-dimension-collision-js-model http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/195-elastic-collision

physics.ed-ph↗

arXiv2015

Using Tracker as a Pedagogical Tool for Understanding Projectile Motion

This paper reports the use of Tracker as a pedagogical tool in the effective learning and teaching of projectile motion in physics. When computer model building learning processes is supported and driven by video analysis data, this free Open Source Physics (OSP) tool can provide opportunities for students to engage in active inquiry-based learning. We discuss the pedagogical use of Tracker to address some common misconceptions of projectile motion by allowing students to test their hypothesis by juxtaposing their mental models against the analysis of real life videos. Initial research findings suggest that allowing learners to relate abstract physics concepts to real life through coupling computer modeling with traditional video analysis could be an innovative and effective way to learn projectile motion. 2015 Resources: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics/174-projectile-motion

physics.ed-ph↗

arXiv2015

Vernier caliper and micrometer computer models using Easy Java Simulation and its pedagogical design feature-ideas to augment learning with real instruments

This article presents the customization of EJS models, used together with actual laboratory instruments, to create an active experiential learning of measurements. The laboratory instruments are the vernier caliper and the micrometer. Three computer model design ideas that complement real equipment are discussed in this article. They are 1) the simple view and associated learning to pen and paper question and the real world, 2) hints, answers, different options of scales and inclusion of zero error and 3) assessment for learning feedback. The initial positive feedback from Singaporean students and educators points to the possibility of these tools being successfully shared and implemented in learning communities, and validated. Educators are encouraged to change the source codes of these computer models to suit their own purposes, licensed creative commons attribution for the benefit of all humankind. Video abstract: http://youtu.be/jHoA5M-_1R4 2015 Resources: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/01-measurements/5-vernier-caliper http://iwant2study.org/ospsg/index.php/interactive-resources/physics/01-measurements/6-micrometer

physics.ed-ph↗

arXiv2015

Using Tracker to understand toss up and free fall motion: a case study

This paper reports the use of Tracker as a pedagogical tool in supporting effective learning and teaching of toss up and free fall motion for beginning grade 9 students. This is a case study with (N=123) students of express-pure physics classes in a mainstream school in Singapore where we used a 8 multi-choice questions as a proxy to assess learning gains in pre and posttest to gauge the impact on learning. We found within experimental group gains with Cohens effect size d = 0.79 error 0.23 (large effect) and normalized gains with a gradient of g total = 0.42 error 0.08 (medium gain) above the traditional baseline value of g non interactive=0.23 for all the 6 teachers, 3 classes of students who participated in this study. Initial research findings suggest that allowing learners to relate abstract physics concepts to real life through coupling traditional video analysis and eventually video modeling could be an innovative and effective way to learn free fall motion. Finally, we discuss the pedagogical use of Tracker to extend the learning of free fall by means of allowing students to construct simple dynamic particle models for scenarios that are difficult to visualize their velocity versus time graphs such as 2 cases compare to tossing up a ball with a) with a greater force on Earth and b) with the same force on Moons surface. 2015 Resource: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/01-kinematics/151-ball-toss-up

physics.ed-ph↗

arXiv2015

What National Examinations Reforms should be made and how may technology be leveraged?

This paper argues for reforming National Examination using a three prong approach and they are 1) monitoring examinations where issues of politics, practicality, security, fairness, accessibility etc. are addressed while enhancing test items with multimedia (animation and sound ) technologies 2) coordinating playful and stimulating teaching and learning tasks through well managed inter-agencies (Singapore Examinations and Assessment Board SEAB, Ministry of Education etc.) implementation and public engagement and 3) portfolio of performance tasks, as an agricultural educational instrument to promote creativity and problems solving, through artifacts of mastery learning and lifelong learning. References are made to http://www.cito.com/ based in Netherlands, one of the world leading testing and assessment companies where the author prototype some demonstration examples using open technology tools such as customized Simple Machines LLC Forum , Open Source Physics tools (Wee and Ning, 2014), and Blogger etc

physics.ed-ph↗

arXiv2015

A Case Study of Open Source Physics (OSP) Learning Community (LC)

This paper examined how the Open Source Physics at Singapore learning community of teachers, loosing connected as creators, adapters and users, is projected to be able to self sustain, through the 3Ps scaling-up framework, of Product, Process and People. References were made to another project called WiMVT Web-based iMVT and now known as Collaborative Science Inquiry (CSI), a formalize Ministry of Education (MOE) effort to spread out good practices. Having a vision, reason, and passion-emotion are factors that the authors argue can fuel and propel the spreading of those good teaching and learning practices.

physics.ed-ph↗

arXiv2015

Video Analysis and Modeling Performance Task to promote becoming like scientists in classrooms

This paper aims to share the use of Tracker a free open source video analysis and modeling tool that is increasingly used as a pedagogical tool for the effective learning and teaching of Physics for Grade 9 Secondary 3 students in Singapore schools to make physics relevant to the real world. We discuss the pedagogical use of Tracker, guided by the Framework for K-12 Science Education by National Research Council, USA to help students to be more like scientists. For a period of 6 to 10 weeks, students use a video analysis coupled with the 8 practices of sciences such as 1. Ask question, 2. Use models, 3. Plan and carry out investigation, 4. Analyse and interpret data, 5. Use mathematical and computational thinking, 6. Construct explanations, 7. Argue from evidence and 8. Communicate information. This papers focus in on discussing some of the performance task design ideas such as 3.1 flip video, 3.2 starting with simple classroom activities, 3.3 primer science activity, 3.4 integrative dynamics and kinematics lesson flow using Tracker progressing from video analysis to video modeling, 3.5 motivating performance task, 3.6 assessment rubrics and lastly 3.7 close mentorship. Initial research findings using pre and post perception survey, triangulated with student interviews suggest an increased level of students enjoyment. Most importantly, the artefacts of the students performance task in terms of the research report and Tracker .TRZ files, further suggest that the use of the Tracker for performance tasks, guided by the Framework for K-12 Science Education by National Research Council, USA, can be an innovative way to mentor authentic and meaningful learning that empowers students to be more like scientists as defined in the K-12 Science Education Framework in classrooms.

physics.ed-ph↗

arXiv2015

Robotics for Learning

Teaching Robotics is about empowering students to create and configure robotics devices and program computers to nurture in students the skill sets necessary to play an active role in society. The robot in Figure 1 focuses on the design of scaffolds and physical assembly methods, coupled with a computer logic program to make that makes it move or behave in a very precise (remote controlled or autonomous) manner. This enables students to investigate, explore and refine the program to affect the robots. The Robotics approach takes into account the increasing popularity of Computer Science and the learning by doing (Schank, Berman, & Macpherson, 1999) approach to solve complex problems and use computers meaningfully in learning (Barron & Darling-Hammond, 2008; Jonassen, Howland, Marra, & Crismond, 2008). In Singapore, teachers and students in Woodlands Ring Secondary and Rulang Primary have incorporated robotics to varying extents into formal and informal curricula. In addition, other less expensive robotics tools can be used, depending on the curriculum or different requirements at international competitions. The two main pedagogical learning approaches that have taken root in Robotics are learning- by-doing and constructionism (Papert & Harel, 1991).

physics.ed-ph↗

arXiv2015

Multimedia-Video for Learning

Multimedia engages an audience through a combination of text, audio, still images, animation, video, or interactivity-based content formats. Along this vein, free platforms have been seen to allow budding enthusiasts to create multimedia content. For example, Google sites (Wee, 2012b) offer creative opportunities in website development that enable text insertion, still image, video and animation embedding, along with audio and hyper-interactive links to simulations (Christian & Esquembre, 2012; Wee, 2013; Wee, Goh, & Chew, 2013; Wee, Goh, & Lim, 2013; Wee, Lee, Chew, Wong, & Tan, 2015). This chapter focuses on the video aspect of multimedia, which can be positioned as a component to any effective self-paced on-line lesson that would be available anytime, anywhere via computer or mobile devices. The multimedia video approach aims to help users overcome barriers in creating engaging, effective and meaningful content (Barron & Darling-Hammond, 2008) for teaching and learning in an online environment.

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