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Sensor-enabled Computer-based Training for Augmenting Science Education

This paper presents a solution to the problem of the lack of seamless connection between computer-based training packages, data logging units, and lab equipment in science education. The proposed approach integrates lessons, data loggers, and lab equipment to create a computer-integrated experimentation system. This approach allows for the design of teaching units that place the child in the role of a scientist, eliminates delays between theory and practice, and enables the introduction of topics to a younger age group. The paper discusses the lesson design, experimental data, learnings, and future possibilities of this new methodology.

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Sensor-enabled Computer-based Training for Augmenting Science Education

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  1. Sensor-enabled Computer-based Training for Augmenting Science Education Meera S Datta and Sanjay Gupta Centre for Research in Cognitive Systems (CRCS) NIIT Limited, Synergy Building, IIT Campus, Hauz Khas, New Delhi – 110016. INDIA Phone:+91 11 658 1012 extension 7024 Fax: +91 11 658 1022 E-mail:meerasd@niit.com sanjayg@niit.com IWALT 2000

  2. The Problem The Problem The Solution Advantages Lesson Design The Experiment Experimental Data Learnings Future • No seamless connection amongst • Computer-Based Training Packages - access to only theory • Data-logging units - no access to theory • Lab equipment IWALT 2000

  3. The Solution • Integrate lessons, data loggers and lab equipment • Computer-Integrated Experimentation IWALT 2000

  4. Advantages • Approach allows designing teaching units that place the child in the role of a scientist • Eliminates delay between theory and practice • Teaching unit takes on the role of a guide • Enables topics to be introduced to a younger age group IWALT 2000

  5. Lesson Design IWALT 2000

  6. The Experiment Student Spectrum • 70 students • 48 + 22 • 10 - 12 years IWALT 2000

  7. The Experiment Lesson Kit Instrument IWALT 2000

  8. The Experiment • Data Captured • Time taken to complete experiments • Help Sought: No guidance/Guidance/Handholding • Previous Experience: Yes/No • Observations/Remarks IWALT 2000

  9. The Experimental Data Time taken by School A children IWALT 2000

  10. The Experimental Data Time taken by School B children IWALT 2000

  11. The Experimental Data Time taken versus previous experience IWALT 2000

  12. The Experimental Data Time taken by School A and B (computer) IWALT 2000

  13. Learnings • Performance does not seem be affected by • background • gender • previous experience • exposure to computers • Transferred learning mass seems high IWALT 2000

  14. Learnings • Quick creation of lessons possible • Can be integrated with non-formal curricula • Computer will have to be placed in the lab or vice versa • New methodology for lesson design IWALT 2000

  15. Future • Lessons designed by children/teachers • New experiments conceived by children • New instruments conceived by children IWALT 2000

  16. A screenshot of the Lesson IWALT 2000

  17. A Student with the Kit IWALT 2000

  18. Using the Booklet IWALT 2000

  19. Using the Booklet IWALT 2000

  20. Using the Booklet IWALT 2000

  21. Equilibrium Temperature IWALT 2000

  22. Good and Bad Conductors IWALT 2000

  23. Using MSAgents IWALT 2000

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