2. Agenda Abstract Learning Context Audience and Environment Design Rationale Technology and Design Affordances Design Study Reflection and Next Generation

3. Abstract.what The learning goal of this project is to teach electric circuit theory using analogies and problem solving to upper elementary and middle school students.

4. Abstract.how Students use a three-dimensional model and computer instruction to help facilitate visualization of abstract concepts of electric theory such as current, resistance, series, and parallel circuits.

5. Learning Context What are the challenges of teaching and understanding electricity concepts? –NO analogy is perfect. –The process is invisible. –Learners develop their own perceptions prior to when formally taught, and these prior perceptions pose a challenge to change.

6. Learning Context.observations_ and_research Switching between a multiple representations and actual elements or analogy is difficult for all grade levels and college students Manipulation of electrical elements alone is not enough for understanding Students have problems understanding series and parallel relationships Students can do series circuit and parallel circuit, but not combinational; this shows students do not grasp concepts

7. Learning Context.misconceptions Resistors consume charge. Electrons move quickly (near the speed of light) through a circuit. Charges slow down as they go through a resistor. Current is the same thing as voltage. There is no current between the terminals of a battery. The bigger the container, the larger the resistance. A circuit does not have form a closed loop for current to flow. Current gets "used up" as it flows through a circuit. A conductor has no resistance. The resistance of a parallel combination is larger than the largest resistance. Current is an excess charge. Charges that flow in circuit are from the battery. The bigger the battery, the more voltage. Power and energy are the same thing. Batteries create energy out of nothing. Elements are a sink. (Sink Model) Less current goes out than comes in. (Attenuation Model) http://phys.udallas.edu/

8. Audience and Environment Who are the target users? Where and when will they be using the product? What limitations that should influence design?

9. Audience and Environment.users Primary –Students visitors of the Tech Museum of Innovation (Target population = Gr 4-8) –Students in K-12 after-school outreach programs Secondary –Adults –Passersby

10. Audience and Environment.environment Informal educational setting Busy and unstructured Noise level ~ 30 dB

11. Audience and Environment.design limitations Time of Attention in museums averages 5-7 minutes Portability and Ease of Set-Up ~ 10 minutes Will be accessible to users beyond the target audience Robustness to withstand handling by kids

12. JAMTRACK.product_definition The model is a “program”, an instructional demonstration that supports an exhibit, but is facilitated by museum staff.

13. Design Rationale and Process Learning Theory Model Design Interface Design

14. Design Rationale.learning_theories Theory of Conceptual Change Structure Mapping Theory of Analogical Thinking Mental Models

15. Integration of Theory into Design Developmental /Learning Theory Design Structures Solution Conceptual Change Structure-Mapping Mental Models Sensori-motor Experience Visualizations Real-World Application Multiple Points of Entry and Navigation Problem-Based Learning Objective Interactive Expandable Interchangeable Problem-based Activities Develop understanding of concepts of electricity and allow transfer to real world

16. Design Structures Sensori-motor Experiences Visualizations Problem-solving Real-World Application Multiple Points of Entry and Navigation

17. Design Research Sensors (switches, optoelectronics, etc.) Interactive Software Programs and Languages (Flash, Director) Simple Hardware (Programmable chips and circuitry)

18. Design Solution.JAMTRACK Platform with embedded sensors so that users are not exposed to wiring Simulation software that can communicate with hardware and support interactivity Easy-to-assemble race and train tracks to support hands-on design and building Separate controls (physical components through remote control or existing controls and computer through touch or input) reduces cognitive load and confusion

19. Summary of Interaction User interacts with screen And receives feedback And instruction User interacts with screen User prompted by screen to interact with model & return for feedback

20. Technical Components Basic Stamp 2 Chip Carrier Board Breadboard and Circuit Serial Cable Macromedia Director IR Sensors, resistors, capacitors, and batteries

21. Design Study Assessment of learning: –Understanding flow in open and closed loops –Understanding and identifying current flow pathways

22. Summary of Study Tasks Subjects were to identify the bulbs that light when circuits were disconnected at various nodes before and after instruction with prototype. Task 1 Task 2 Task 3

23. Test Results PreTestPost Test Task 13 0%2 100% 1 33% Task 22 50% 1 0% 2 100% 1 75% Task 31 75% 1 100% 1 0% 1 75% 1 50% 1 0%

24. Reflection and Next Generation Prototyping on Museum Floor Programming Wiring Sound

25. Interface Screenshot from Introductory Instruction

26. Interface Screenshot of Crash Scene