Dominic McGrath

Student experiences of virtual reality - a case study in learning special relativity

A teaching package has been developed centered around a relativistic virtual reality. It introduces concepts of special relativity to students in a gamelike environment where users experience the effects of traveling at near light speeds. From this perspective, space and time are significantly different from that experienced in everyday life. We explore how students worked with this environment and how they used this experience in their study of special relativity. Students found the simulation to be a positive learning experience and described the subject area as being less abstract after its use. Students were more capable of correctly answering concept questions relating to special relativity, and a small but measurable improvement was observed in the final exam.

Teaching physics using virtual reality

We present an investigation of game‐like simulations for physics teaching. We report on the effectiveness of the interactive simulation “Real Time Relativity” for learning special relativity. We argue that the simulation not only enhances traditional learning, but also enables new types of learning that challenge the traditional curriculum. The lessons drawn from this work are being applied to the development of a simulation for enhancing the learning of quantum mechanics.

Technology in the Flipped Classroom

Digital technologies can play an integral role in the success of the flipped classroom: from the capacity to support and engage students, to understanding how students learn through learning and assessment analytics. The increasing ubiquity of enabling technologies allows for an array of opportunities for educators to augment teaching and learning strategies for the flipped classroom (Chap. 1). However, technology continues to be an ongoing challenge for educators. Bergman (2013) identifies technology as the “second hurdle” to implementing a flipped classroom. Part of this challenge is that while technology can be integral to the flipped classroom, the specific technologies and how they are used need to be deeply connected to the context in which the classroom is offered. This chapter focuses on the function and role of technology in supporting effective flipped classroom design. While we do not wish to dismiss or diminish the role of technology, this chapter looks at why design takes precedence over technology, as well as the challenges and benefits of using technology in the classroom. We propose frameworks for using technology within your design context, and the types of questions to be considered to guide the design process as well as providing some examples of technology to help you.

Case Study Framework

The case studies in Part 2 of this book are intended to showcase different contexts and highlight the diversity of flipped classroom approaches in practice. They are included to provide you with ideas to develop your own flip classroom practice, serve as a source of encouragement, and foreground the challenges that you may face.