Linda Bussell
ABSTRACT
The primary purpose of this case study was to examine whether force feedback within a computer simulation had an effect on reasoning by fifth grade students about concepts of gravity, mass, force, and motion. This study used a computer-based paddleball simulation with guided inquiry as the primary stimulus. The experimental group used the simulation with visual and force feedback; the control group used the simulation with visual feedback only. Work with the simulation was found to increase students' understanding of key concepts. Those in the experimental group performed better than those in the control group, particularly with regard to the effects of increased gravitational force.
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