2025 ASEE Annual Conference & Exposition

MSM Framework: Augmented Reality Models of 3D Vectors

This study investigates the potential of Augmented Reality (AR) as a pedagogical tool in the enhancement of mathematical understanding and conceptualization in physics, primarily within the context of engineering. The interactive and immersive properties of AR close the gap between representations of mathematical and physical phenomena, enabling students to grasp the issues in challenging physics topics such as vector addition, vector resolution, and the definition of coordinate systems in projectile motion, inclined planes, and magnetic fields around a wire.

Utilizing the Mathematics Sense Making (MSM) framework, the study investigates student reasoning and engagement through think-aloud interviews and directed tutorials. The AR App utilizes a Merge© cube to manipulate vector components and a coordinate system in a three-dimensional (3D) dynamic visual, allowing students to grasp abstract concepts. The findings of the study suggest that AR improved students' spatial reasoning, facilitated the development of shifts between mathematical and physical reasoning, and decreased cognitive load.

The AR system developed and evaluated in this paper can be implemented by curriculum and educational designers at any level, from K-12 to university to professional career training in any STEM field.

Authors

Michele McColgan Siena College [biography]

Dr. Michele McColgan is a Professor and Department Chair of the Physics & Astronomy Department at Siena College, a small liberal arts college in upstate New York. She spearheaded developments in the realm of augmented reality (AR) smartphone applications to enhance the learning experience for physics and engineering students (MARVLS). These tools serve as a bridge, enabling students to connect abstract concepts, and 3D models with the traditional 2D representations and equations found in textbooks. By immersing students in a visually engaging and interactive learning environment, these applications facilitate a deeper understanding of complex physics and engineering principles. Dr. McColgan focuses on physics education research, investigating the impact of augmented reality applications on students' conceptual understanding of physics and their spatial visualization skills.
George E Hassel Siena College
Dr. Jason Morphew http://orcid.org/0000-0001-5971-214X Purdue University at West Lafayette (PPI) [biography]

Dr. Jason Morphew is currently an assistant professor at Purdue University in Engineering Education and serves as the director of undergraduate curriculum and advanced learning technologies for SCALE. Dr. Morphew is affiliated with the INSPIRE research institute for Pre-College Engineering and the Center for Advancing the Teaching and Learning of STEM (CATALYST). Dr. Morphew's research focuses on the application of principles of learning derived from cognitive science and the learning sciences to the design and evaluation of learning environments and technologies that enhance learning, interest, and engagement in STEM.
Junior Anthony Bennett http://orcid.org/https://0009-0004-6441-3805 Purdue University at West Lafayette (COE)
Kamyar Pashayi Siena College

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025