Engaging the Digital Generation: New Horizons in Physics Education with XR

Over the past decade, the Mexican education system has faced a myriad of challenges, signaling a pressing need for substantial changes and reforms to effectively enhance the quality of education. In alignment with the standards set by the Organization for Economic Co-operation and Development (OECD), Mexico has gradually embraced the competency-based educational (CBE) model across various levels of education since 2004. This approach champions the autonomous and independent development of students’ skills, aptitudes, and knowledge, aiming to elevate their competencies for both professional and daily life. Unlike traditional educational methods that focus on credits and grades, the CBE model evaluates learning based on time and mastery of competences and skills, promoting an exploratory, constructive, active, contextual, and reflexive learning approach. Amidst this backdrop, the science, technology, engineering, and mathematics (STEM) fields of education are exploring various methodologies to overcome the unique challenges presented by the Mexican educational landscape, including the need for specialized teaching personnel and the push for digital transformation.

An article published in Computers & Education: X Reality, led by Brandon Cárdenas-Sainz and Dr. María Barrón-Estrada, alongside Professor Ramón Zatarain-Cabada from The National Technological Institute of Mexico, and Professor Maria Chavez-Echeagaray from Arizona State University, the integration of Extended Reality (XR) technologies into physics education was explored. This collaborative effort resulted in the development and assessment of a web-based XR learning application, PhysXR, aimed at significantly enhancing student engagement and understanding in physics, particularly focusing on Newtonian mechanics.

Dr. María Barrón-Estrada describes the core of PhysXR: “PhysXR is a web-based learning application that provides interactive experiences in VR and AR environments. It uses a simulator for experiments of physical phenomena such as dynamics and kinematics. PhysXR shows students various topics related to physical phenomena through demonstrations and interactive exercises in XR.” This tool is designed to transform the traditional learning environment by offering students an engaging and immersive virtual space where complex physics concepts become more accessible and stimulating.

Brandon Cárdenas-Sainz emphasizes the importance of motivation in the learning process, stating, “This research considered that the stimulation of motivation towards the use of digital tools for education is an important aspect during design and development which is associated with several variables that affect learning and its effectiveness.” Utilizing John Keller’s ARCS model of motivation, the research highlights the necessity for educational tools to not only convey knowledge but also to inspire and encourage students to explore and learn actively.

The methodology was meticulously planned to assess the impact of the PhysXR tool effectively. It began with the recruitment of students, who were then randomized into either experimental (VR and AR) or control groups. Using remote sessions facilitated through videoconferences and online communication platforms, the team conducted a pre-test to gauge prior knowledge and a device availability survey. Following this, an intervention session introduced the students to the PhysXR application, where they engaged with topics on kinematics and dynamics through interactive demonstrations. The intervention’s effectiveness was later evaluated through a post-test and motivational survey.

The research of Cárdenas-Sainz and Dr. Barrón-Estrada has comprehensively validated the positive impact of XR implementations within the Mexican educational context. Their development of PhysXR, a web-based learning application, has shown a statistically significant positive influence on student motivation while concurrently improving their learning gains. This innovative approach enables students to develop self-learning skills and enhance their understanding of the mathematical abstractions underpinning Newtonian mechanics. The findings further highlight that XR learning tools are particularly suitable for teaching Newtonian mechanics, indicating a preference for XR implementations that offer accessibility, portability, and ease of use on mobile devices among Mexican students. The development of PhysXR as a web-based application allows it to function as a multiplatform learning tool, providing students with real-time physics simulations in interactive environments with varying levels of immersion. This approach enriches students’ self-taught experiences far beyond traditional teaching methods, aligning with the findings of other evaluations that consider XR technologies for educative and motivational purposes.

JOURNAL REFERENCE

B.A. Cardenas-Sainz et al., Evaluation of Extended Reality (XR) Technology on Motivation for Learning Physics Among Students in Mexican Schools, Computers & Education: X Reality, 3 (2023) 100036.

DOI: https://doi.org/10.1016/j.cexr.2023.100036.

ABOUT THE AUTHORS