Flipped Classroom With Simulation Assists Students Learning the Vector Knowledge

Ng Siu-Ping, Fung Chak-Him



Vectors are critically important in mathematics and physics because it forms the basis of the university curriculum, yet it is a challenging task for high-school students. In this study, test papers were distributed to 18 Grade 11 high-school students in Mainland China, while interviews were conducted on four students and one school leader. The analysis of pre- and post-test scores and interviews reveals that flipped classroom with Physics Education Technology (PhET) simulation promotes students’ learning performance with t(17)=5.818, р<.001. In particular, visualization and dragging enhance understanding of the basic concepts of the topic. Not requiring interaction between teachers and students, flipped classroom with PhET simulation contributes to students’ learning progress especially when the traditional face-to-face lecture is not available due to special circumstances such as spreading the novel coronavirus (COVID-19). It may also serve as a prototype of artificial intelligence(AI) in education.

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DOI: https://doi.org/10.11114/jets.v8i12.5093


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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