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Multiple external representations (MERs) and personalized feedback support physics learning, yet evidence on how personalized feedback can effectively integrate MERs remains limited. This question is particularly timely given the emergence…
An assumed attribute of expert physicists is that they learn readily from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second time, especially if they have had access to a correct…
It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in quantitative problem-solving process can…
Previous research has found that introductory physics students perform far better on numeric problems than on otherwise equivalent symbolic problems. This paper describes a framework to explain these differences developed by analyzing…
Assigning course grades to students requires obtaining accurate measures of the students' understanding and knowledge of the topic. The induced stress from a traditional summative assessment is known to negatively impact student grades,…
The abilities of Generative-Artificial Intelligence (AI) to produce real-time, sophisticated responses across diverse contexts has promised a huge potential in physics education, particularly in providing customized feedback. In this study,…
Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by…
We present a question bank consisting of over 250 multiple-choice and true-false questions covering a broad range of material typically taught in an introductory undergraduate course in numerical analysis or scientific computing. The…
We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical…
A national survey of physics faculty was conducted to investigate the prevalence and nature of computational instruction in physics courses across the United States. 1246 faculty from 357 unique institutions responded to the survey. The…
Large language models (LLMs) have been shown to perform well in answering questions and in producing long-form texts, both in few-shot closed-book settings. While the former can be validated using well-known evaluation metrics, the latter…
Testing with quiz questions has proven to be an effective way to assess and improve the educational process. However, manually creating quizzes is tedious and time-consuming. To address this challenge, we present Leaf, a system for…
In a first course to classical mechanics elementary physical processes like elastic two-body collisions, the mass-spring model, or the gravitational two-body problem are discussed in detail. The continuation to many-body systems, however,…
A close look at students' written work on examinations offers a wealth of information about their performance, their knowledge of the subject, their strengths, weaknesses and misconceptions, and their overall level of mathematical skills…
The Quantum Mechanics Conceptual Survey (QMCS) is a 12-question survey of students' conceptual understanding of quantum mechanics. It is intended to be used to measure the relative effectiveness of different instructional methods in modern…
Introductory algebra-based physics courses frequently feature multiple student major populations in the same course section, however, different majors' requirements may impact students' motivations towards different aspects of the course…
Multimodal large language models (MLLMs) capable of processing both text and visual inputs are increasingly being explored for uses in physics education, such as tutoring, formative assessment, and grading. This study evaluates a range of…
In this paper we investigate the extent to which students' problem-solving behaviors change as a result of working on multi-faceted, context-rich problems. During the semester, groups of two to three students work on several problems that…
Multiple-choice multiple-response (MCMR) items (i.e., multiple-choice questions for which more than one response may be selected) can be a valuable tool for assessment. Like traditional multiple-choice single-response questions, they are…
While multimodal LLMs (MLLMs) demonstrate remarkable reasoning progress, their application in specialized scientific domains like physics reveals significant gaps in current evaluation benchmarks. Specifically, existing benchmarks often…