A Usability Study of Classical Mechanics Education Based on Hybrid Modeling: Implications for Sustainability in Learning
Rosanna Elizabeth Guadagno, Virgilio Gonzenbach, Haley N. Puddy, Paul A. Fishwick, Midori Kitagawa, Mary L. Urquhart, Michael Kesden, Ken Suura, Baily Hale, Cenk Köknar, Ngoc Tran, Rong Jin, Aniket Raj · Sustainability · 2021
A usability study evaluated the ease with which users interacted with an author-designed modeling and simulation program called STEPP (Scaffolded Training Environment for Physics Programming). STEPP is a series of educational modules for introductory algebra-based physics classes that allow students to model the motion of an object using Finite State Machines (FSMs). STEPP was designed to teach students to decompose physical systems into a few key variables such as time, position, and velocity and then encourages them to use these variables to define states (such as running a marathon) and transitions between these states (such as crossing the finish line). We report the results of a usability study on high school physics teachers that was part of a summer training institute. To examine this, 8 high school physics teachers (6 women, 2 men) were taught how to use our simulation software. Data from qualitative and quantitative measures revealed that our tool generally exceeded teacher’s expectations across questions assessing: (1) User Experience, (2) STEM-C Relevance, and (3) Classroom Applicability. Implications of this research for STEM education and the use of modeling and simulation to enhance sustainability in learning will be discussed.