Using Visualizations in Remote Online Labs - Talk at CyTSEPresentation Transcript
Using Visualizations in Remote Online Labs Megan Sauter Northwestern University Research in collaboration with KemiJona, David Uttal, and David Rapp, Northwestern University
How do we best represent science labs using today’s technology?
Questions 1. How does the type of technology influence the psychological experience of doing a science lab? Remote Labs & Simulations
Questions 1. How does the type of technology influence the psychological experience of doing a science lab? Remote Labs & Simulations 2. Do the types of visualizations included in the lab change the overall experience? Photos & Webcams (within remote labs)
Procedure and some of our dependent measures…
How does the type of technology influence the psychological experience of doing a science lab? Simulation Remote Lab Data Source: Computer model (lab not linked to equipment) Data Source: Geiger counter (lab linked to real equipment) Interfaces are identical! Only thing manipulated is source of data.
Dependent measures Presence – overall immersion/authenticity of the lab Mental Models – how the lab fits with concepts of science labs Learning Outcomes – conceptual change related to the content and process
Measures of Presence “Did you feel like you just did an experiment?” “Did you trust your data?” “Would you want to run the experiment again?”
Why did a Remote Lab feel like an experiment? “Even though I’m not with the actual instruments, I designed an experiment and got results and interpreted them and answered a question.”
Mental Models In progress! Selected questions… “Which would you prefer, between a remote lab and a simulation?” “Would you run your lab again in the other condition?”
Mental Models Majority in both labs choose remote lab, but there is a main effect of condition (chi square = 8.074, p <.05) Preference
Why choose a remote lab? Sense of control, sense of reality… overall presence. “Because the experiment is actually happening. Something real is being measured.”
Mental Models Those who did a remote lab would not want to run a simulation multiple times, but those who ran a simulation would want to run a remote lab multiple times (chi square = 18.58, p <.001) Run again?
Learning Outcomes Content understanding What is radiation? What are some of the different types of radiation? Explain why these types of radiation are different. What is radioactive decay, and how does it work? How can you measure radioactivity? Does the intensity of radiation change over time and distance? Behavioral data from the lab (e.g., # trials)
Learning Outcomes Learning occurs in both versions of the lab (simulation and remote) One difference in behavioral data (# trials), likely due to real-world constraints of Remote Lab.
Do the types of visualizations included in the lab change the overall experience? Photo Webcam Clock moves Counter moves Numbers Change
Belief in Equipment and Presence Webcam group: more variance explained by association between belief in equipment and feeling like you did an experiment, r = .52 Photo group: less variance explained, r = .33
Belief in Equipment and Presence Webcam group: 56% of believers (9/16) spontaneously mention webcam. Photo group: 25% of believers (3/12) spontaneously mentions photo. One participant says webcam would be better Bottom Line: People can usually find a way to believe… but the more realistic the visualizations, the more control over the experience!
Webcam & Presence “Seeing it on video and just like especially the clock just brought a reality to it, where it was digital things on my side and real things on the other side, but I liked it."
An emerging picture… Although learning is robust in both remote labs and simulations, the experience is qualitatively different. Remote lab users more likely to feel like they have done a real experiment. Most participants view the simulation and remote lab as qualitatively different, and attribute important experimental qualities to the remote lab.
An emerging picture… The visualizations used in the lab can influence the experience, favoring webcams over still photos. Webcam viewers more likely to want to run the lab again. Participants thought the webcam was more helpful at convincing them the lab was real.
Take-home Message Students can learn from science labs done on computers… but technology and visualizations that bring reality closer to the student lead to more authentic lab experiences.
Thanks! KemiJona David Uttal David Rapp Michael Downing Eleanor Tushman Kate Bailey Nadeeka Dias Colin Sheaff RicaroseRoque Julia Skolnik Steve Franconeri Contact Information: firstname.lastname@example.org