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Since 1993, the University of Massachusetts Physics Education Research Group (UMPERG) has developed curriculum and pedagogic techniques for use with classroom communication systems (CCSs) and has researched the effectiveness of CCS-based…

Maintaining engagement of large audiences is not easy. Traditionally, lectures and presentations rely on one-way communication from the presenter to the listening audience. Without receiving ongoing feedback, speakers cannot be sure that…

We present a method to study engagement level uniformity in a class of students. We validate our method by comparing two semesters taught using different methods in a physics and mathematics course. The first semester used conventional…

This paper describes a novel approach to systematically improve information interactions based solely on its wording. Following an interdisciplinary literature review, we recognized three key attributes of words that drive user engagement:…

Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and…

Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and…

Covariational reasoning -- reasoning about how changes in one quantity relate to changes in another quantity -- has been examined extensively in mathematics education research. Little research has been done, however, on covariational…

The papeer presents results of "non-traditional" teaching of basic course of Physics in the first year of study at the Technical University in Zvolen, specifically teaching via interactive method based on an increased focus on problem tasks…

While Large Language Models (LLMs) have transformed the user interface for learning, moving from keyword search to natural language dialogue, their impact on educational outcomes remains unclear. We present a controlled study (N=20) that…

In this study, we explored the extent to which problems and instructional strategies affect social cohesion and interactions for information seeking in physics classrooms. Three sections of a mechanics physics course taught at a Chilean…

We investigate upper-division student difficulties with direct integration in multiple contexts involving the calculation of a potential from a continuous distribution (e.g., mass, charge, or current). Integration is a tool that has been…

Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…

One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between formal physical principles and personal experience. However, research has shown that awareness of connections between…

The physics instruction at UC Davis for life science majors takes place in a long-standing reformed large-enrollment physics course in which the discussion/lab instructors (primarily graduate student teaching assistants) implement the…

Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. Both sides of this tension pose affective risks that can discourage further discussion, such as the…

Improving student success in introductory physics remains a persistent challenge despite substantial progress from research-based instructional practices. Evidence from the Latin American context remains limited, where resources for…

Supporting learners during Collaborative Problem Solving (CPS) is a necessity. Existing studies have compared scaffolds with maximal and minimal instructional support by studying their effects on learning and behaviour. However, our…

In this work, we explore video lecture interaction in Massive Open Online Courses (MOOCs), which is central to student learning experience on these educational platforms. As a research contribution, we operationalize video lecture…

Student-to-student interactions are foundational to many active learning environments, but are most often studied using qualitative methods. Network analysis tools provide a quantitative complement to this picture, allowing researchers to…

There are growing promises that Large Language Models (LLMs) can support students' learning by providing explanations, feedback, and guidance. However, despite their rapid adoption and widespread attention, there is still limited empirical…