Interactive Simulations

This study aimed to explore a teaching approach that would enhance academic achievement of students in science. An offline mode virtual learning environment through PhET interactive simulations was employed in the randomly selected pilot DepEd Computerization Program (DCP) recipient rural & urban schools in the Division of Cagayan de Oro City for SY 2016-2017. It was descriptive in nature involving both qualitative and quantitative analyses. The instruments used in the study were the PhET software in partnership with the University of Colorado-Physics Department, strategic intervention materials, achievement test which was administered pretest-posttest and in-depth interview which was employed to determine the learning experience of the students. Findings revealed that the students achieved satisfactory academic achievement after exposure to virtual learning. There was statistically significant difference on the academic achievement level of students in the pretest-posttest both urban and rural schools. It was disclosed that there was no statistically significant difference when compared the posttest scores of both rural and urban schools. Virtual learning as a tool in improving knowledge and skills motivates students to learn. Students' have enjoyed the virtual world through PhET learning experience. The researchers recommend science teachers may use this teaching approach to enhance conceptual understanding, process and technology skills among students.

Macular chorioretinitis is an ocular inflammation that may cause the permanent loss of the central vision. Researches indicate that the formation of macular scars, the potential sequela of that inflammation, is the leading cause of low vision in children. As we found no game accessibility guidelines in the literature that were specific to users with central vision loss in a preliminary review, this study thus aimed at surveying guidelines targeted at players with low vision. They were extracted through a systematic literature review conducted on digital libraries. There were some known guidelines that were not in the results of the systematic literature review and therefore we made a manual selection of other relevant sources. We also proposed a new guideline related to the sharpness of images because it was deemed important to improve game accessibility to the public concerned and it had not been presented in the literature. In total, we identified 25 general game accessibility guidelines for people with low vision, plus the one we proposed, and 20 of them were considered applicable to people with macular scars. Afterwards, based on classifications available in the literature and on the experience of the authors as developers, we assessed the feasibility of each guideline according to their impact, reach and an estimation of their implementation cost. The survey also confirmed that no guideline existed that was specific to players with central vision loss. In order to evaluate the new guideline and one of those identified in the literature from the player perspective, we developed a game prototype which implemented both. A qualitative analysis conducted with the game prototype indicated that the evaluated guidelines are applicable to the public concerned. We expect the results of this research to serve as a step towards determining how to make games more accessible to players with sequelae from macular chorioretinitis.

This special issue contains a selection of papers presented at the 4th INTUITION International VR/VE Conference. The papers selected in this special issue have been reviewed by the INTUITION conference program committee members and the papers reflect experimental work in the field of AR and VR. INTUITION is one of the largest European Networks of Excellence dealing with VR and AR in Europe and the readers will surely appreciate to read some work being developed in this area.

This study aimed to explore a teaching approach that would enhance academic achievement of students in science. An offline mode virtual learning environment through PhET interactive simulations was employed in the randomly selected pilot DepEd Computerization Program (DCP) recipient rural & urban schools in the Division of Cagayan de Oro City for SY 2016-2017. It was descriptive in nature involving both qualitative and quantitative analyses. The instruments used in the study were the PhET software in partnership with the University of Colorado-Physics Department, strategic intervention materials, achievement test which was administered pretest-posttest and in-depth interview which was employed to determine the learning experience of the students. Findings revealed that the students achieved satisfactory academic achievement after exposure to virtual learning. There was statistically significant difference on the academic achievement level of students in the pretest-posttest both urban and rural schools. It was disclosed that there was no statistically significant difference when compared the posttest scores of both rural and urban schools. Virtual learning as a tool in improving knowledge and skills motivates students to learn. Students' have enjoyed the virtual world through PhET learning experience. The researchers recommend science teachers may use this teaching approach to enhance conceptual understanding, process and technology skills among students.

The study focuses on Physics Education Technology simulation-aided lessons and demonstrations as approach to enrich students' understanding about sound and the utilization of developed enrichment activities as instructional materials to address least learned competency in physics education. There were two groups (control and treatment) exposed to teaching-learning engagements. The control group was exposed to traditional method while the treatment group was exposed to PhET simulations and PhET- aided developed enrichment activities. Results showed that the PhET- aided developed enrichment activities are usable, acceptable and could be used as instructional materials based on the evaluation of public secondary physics teachers. Furthermore, there exists homogeneity between two groups. Although both groups have gained significantly in their post achievement tests, the treatment group had a bigger increase as compared with the control group. It implied that learning is best achieve...

Macular chorioretinitis is an ocular inflammation that may cause the permanent loss of the central vision. Researches indicate that the formation of macular scars, the potential sequela of that inflammation, is the leading cause of low vision in children. As we found no game accessibility guidelines in the literature that were specific to users with central vision loss in a preliminary review, this study thus aimed at surveying guidelines targeted at players with low vision. They were extracted through a systematic literature review conducted on digital libraries. There were some known guidelines that were not in the results of the systematic literature review and therefore we made a manual selection of other relevant sources. We also proposed a new guideline related to the sharpness of images because it was deemed important to improve game accessibility to the public concerned and it had not been presented in the literature. In total, we identified 25 general game accessibility guidelines for people with low vision, plus the one we proposed, and 20 of them were considered applicable to people with macular scars. Afterwards, based on classifications available in the literature and on the experience of the authors as developers, we assessed the feasibility of each guideline according to their impact, reach and an estimation of their implementation cost. The survey also confirmed that no guideline existed that was specific to players with central vision loss. In order to evaluate the new guideline and one of those identified in the literature from the player perspective, we developed a game prototype which implemented both. A qualitative analysis conducted with the game prototype indicated that the evaluated guidelines are applicable to the public concerned. We expect the results of this research to serve as a step towards determining how to make games more accessible to players with sequelae from macular chorioretinitis.

Nowadays, one of the learning resources in the educational area are serious games, also called training games; they are games designed with a different purpose than fun, whose main objective is to reinforce the new concepts more creatively. However, not all existing serious games are accessible in a way that allows access to a more significant number of users. Therefore, this research proposes to apply a combined method to evaluate accessibility in serious games, considering the Web Content Accessibility Guidelines (WCAG) 2.1. As a case study, we evaluated the accessibility of 82 serious games developed by Physical Education Technology Interactive Simulations at the University of Colorado. We propose to replicate this combined method for users with various types of disabilities, considering the various accessibility barriers. As future work, we suggest generating an accessibility heuristic evaluation focused on serious games, based on the accessibility issues identified. Finally, we...

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In this pilot study, we sought to exam ine the influence of the beliefs of Grade 10 to 12 physical science teachers on their intended and actual usage of interactive sim ulations (Physics Education Technology, or PhET) in th eir classroom s. A com bination of the Theory of Planned B ehaviour, the Technology Acceptance M odel and the Innovation D if fusion Th eory was used to exam ine the influence of teachers' attitudes, subjective norm s and perceived behavioural control on their intention to use sim ulations in their classroom s. U sing regression and factor analyses, it was found that beliefs about the perceived u sefulness and the pedagogical com p atib ility of PhET have a signif icant effect on teachers' attitude towards the use of the sim ulations in their classroom s. The expectations of the teachers' colleagues contrib ute to the subjective norm of these teachers. Th e regression and partial correlation result also highlights the im portance of teachers' general technology proficiency. Although we were not able to confirm a direct link between attitudes, subjective n orm , perceived behavioural control, and the teachers' behaviour intention we show the influence of behaviour intention on the actual use of the sim ulations with an accuracy of 70.83% .

This study aimed to determine the performance of the students about the basic concepts of geometrical optics before and after participating in the localized apparatus demonstrations and experiments. The respondents that demonstrate the setup and who will answer the pretest and posttest are the grade 11 students from the Senior High School class of Sampiniton Provincial Community High School. The researcher utilized the quasi-experimental design, pretest-posttest design, in the study. Wherein, learners were randomly assigned to either (1) experimental or (2) control group. Both groups were pretested for the independent variable. The experimental group received the treatment where they performed the activity using the localized apparatus in teaching geometrical optics. Both groups were post tested to examine the effects of manipulating the independent variable on the dependent variable. The study revealed that localized apparatus used in the experiment is both accurate and consistent in demonstrating the concepts on geometrical optics. Furthermore, there is a significant difference between the pretest and posttest performances of the students in all the topics on the concepts of geometrical optics. The study revealed that the localized apparatus is effective in improving the performance of the students on the concepts of geometrical optics.

This study aimed to determine the effectiveness of computer-based interactive simulations in learning of the basic concepts of electricity. It also intended to measure the students' attitudes toward Physics lessons and experiments before and after being exposed in activities involving computer-based technology. The respondents of this study are the Grade 8 students of Nagbinlod High School during the school year 2018-2019. The researcher utilized descriptive-correlational method of research and employed validated questionnaires that identified performance of students and measured their attitudes toward Physics lessons and experiments. The statistical tools used in this study included mean, t-test for dependent data, weighted mean and Mann-Whitney U Test. The study revealed that there was an increase of performance after students are being involved in activities using computer-based simulations. It was also found out that the attitudes of students toward Physics lessons and experiments increased after being exposed to interactive simulation activities. Moreover, there was a significant relationship between the post-test results of students and their attitudes toward Physics lessons in the topic-resistance in a wire‖.