Impacts of real-time data collection on introductory algebra-based physics

Abstract

Including real-time data collection technology is a common practice to upgrade physics labs, and the assumption is such technology improves student learning, yet little has been done to demonstrate the effects of technology. Specific activities have been shown to be enhanced by technology, but the effects on the class as a whole has been left unexplored. This paper investigates the effects of technology on two algebra based introductory physics classes. In this paper, we use FCI, MPEX, surveys, and ethnographies to document the improvement in learning as real-time data collection technology is incorporated into a modeling physics class. The two classes examined differed only in the inclusion of technology. The results found were significant. Students in the class with high technology were found to have learned more than students in the class with no technology. This paper explores the gains in learning and relates them directly to the addition of technology.