Abstract
An instructional multimedia software package was developed for use by students taking introductory physics courses. Studies have indicated that many of these students possess a set of common misunderstandings of graphs describing the motion of objects. The software described here was constructed as a student tool which would specifically address these difficulties. The impact of educational psychology, cognitive science, and human factors research on software design and user interface development are described. This work was supported by NSF grant MDR-9154127 with additional support from the RasterOps Corporation, Sony Corporation of America, and Apple Computer, Inc.
Similar content being viewed by others
References
R. Beichner, M. DeMarco, D. Ettestad, and E. Gleason, “VideoGraph: A new way to study kinematics,” in Computers in Physics Instruction, E. Redish and J. Risley (Ed.), Raleigh, NC: Addison-Wesley, pp. 244–245, 1989.
Personal communication with Mark Luetzelschwab, Dickinson College, June 14, 1994.
Personal communication with Jack Wilson, Rennsalaer Polytechnical Institute, September 12, 1994.
R. Beichner, “The Effect of Simultaneous Motion Presentation and Graph Generation in a Kinematics Lab,” Journal of Research in Science Teaching, Vol. 27, pp. 803–815, 1990.
R. Beichner, “Testing student interpretation of kinematics graphs,” American Journal of Physics, Vol 62, pp. 750–762, 1995.
A. Bell, G. Brekke, and M. Swan, “Misconceptions, Conflict, and Discussion in the Teaching of Graphical Interpretation,” Paper presented at the Second International Seminar in Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, NY, 1987.
H. Brasell, “The effect of real-time laboratory graphing on learning graphic representations of distance and velocity,” Journal of Research in Science Teaching, Vol. 24, pp. 385–395, 1987.
J. Clement, J. Mokros, and K. Schultz, “Adolescents' graphing skills: A descriptive analysis,” Paper presented at the annual meeting of the American Educational Research Association, 1986.
M. Fleming, Dispalys and communication, in Instructional Technology: Foundations, R. Gagné (Ed.), Hillsdale, NJ: Lawrence Erlbaum, 1987, pp. 233–260.
W. Hendee and P. Wells (Eds.), The Perception of Visual Information, Springer-Verlag: New York, 1993.
A. Howe and E. Vasu, “The Effect of Two Modes of Sensory Input on Children's Retention and Recall,” Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, Georgia, 1990.
S. Hulse, H. Egeth, and J. Deese, The Psychology of Learning (5th ed.), McGraw-Hill: New York, 1980.
P. Kolers and S. Brison, “Commentary: On Pictures, Words, and Their Mental Representation,” Journal of Verbal Learning and Verbal Behavior, Vol. 23, pp. 105–113, 1984.
L. McDermott, M. Rosenquist, and E. van Zee, “Student difficulties in connecting graphs and physics: Examples from kinematics,” American Journal of Physics, Vol. 55, pp. 503–513, 1987.
J. Mokros and R. Tinker, “The impact of microcomputer-based labs on children's ability to interpret graphs,” Journal of Research in Science Teaching, Vol. 24, pp. 369–383, 1987.
B. Perry and P. Obenauf, “The acquisition of notions of qualitative speed: The importance of spatial and temporal alignment,” Journal of Research in Science Teaching, Vol. 24, pp. 553–565, 1987.
C. Rutkowski, “An introdution to the human applications standard computer interface, part 1: Theory and principles,” Byte, Vol. 7, No. 11, pp. 291–310, 1982.
B. Shneiderman, Designing the User Interface: Strategies for Effective Human-Computer Interaction, Addison-Wesley: Reading, MA, 1992.
T. Shuell, “Cognitive Conceptions of Learning,” Review of Educational Research, Vol. 56, pp. 411–436, 1986.
R. Sternberg, Mechanisms of cognitive development, Freeman: New York, 1984.
R. Thornton and D. Sokoloff, “Learning motion concepts using real-time microcomputer-based laboratory tools,” American Journal of Physics, Vol. 58, pp. 858–867, 1990.
E. van Zee and L. McDermott, “Investigation of student difficulties with graphical representations in physics,” Paper presented at the Second International Seminar in Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, NY, 1987.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Beichner, R.J. Considering perception and cognition in the design of an instructional software package. Multimed Tools Appl 1, 173–184 (1995). https://doi.org/10.1007/BF01215937
Issue Date:
DOI: https://doi.org/10.1007/BF01215937