2026 ASEE Annual Conference & Exposition

Evaluating the Impact of Interactive Lecture Demonstrations in Large-Enrollment Physics Courses on Kinematics

Presented at Engineering Physics and Physics Division (EP2D) Technical Session 2

Research-based instructional strategies have been widely adopted in physics education to promote conceptual understanding and active engagement among students. Among these, the Interactive Lecture Demonstration (ILD) has shown consistent evidence of improving learning outcomes by combining prediction, observation, and reflection phases. This study analyzes the effectiveness of the ILD strategy using computer simulations to teach one-dimensional kinematics in an introductory physics course for engineering students. The intervention was implemented with more than 1,000 students at a large private engineering university in Chile, providing a robust context for evaluating its impact in a large-scale setting. Effectiveness was assessed through a mixed-methods approach, combining quantitative and qualitative data. The normalized gain was calculated from pre- and post-instruction scores on the Test of Understanding Graphs in Kinematics (TUG-K), complemented by the analysis of Pearson’s coefficient of asymmetry for both score distributions. Additionally, teachers and students participated in semi-structured interviews and surveys to capture their perceptions of the strategy’s strengths and weaknesses. Results indicate an intermediate normalized gain, consistent with previously reported ILD implementations. Both instructors and students expressed positive views regarding the activity’s interactivity and visualization potential through simulation. However, challenges emerged in adapting the strategy to online and hybrid learning environments, highlighting the need for clearer guidance and more structured feedback mechanisms. The findings support the effectiveness of ILDs with simulations in fostering conceptual understanding in large-enrollment physics courses, while also providing insights for refining their design and implementation in digital and blended modalities.

Authors

Mr. José Manuel Peña Universidad Técnica Federico Santa María [biography]

I have been deeply curious about how things work since an early age, which led me to study electronics. This path gradually sparked my interest in physics and the principles underlying technological systems. During my academic training, I noticed significant differences in teaching approaches among instructors, which motivated me to explore education more deeply. As a result, I pursued a Master’s degree in Education, with a specialization in science education. I currently teach physics using active learning methodologies, and my work focuses on the intersection of physics, technology, and effective teaching practices.
Prof. Angeles Dominguez http://orcid.org/0000-0001-6066-355X Universidad Andres Bello, Chile; Tecnologico de Monterrey, Mexico [biography]

Angeles Dominguez is an adjunct researcher at the Institute for the Future of Education at Tecnologico de Monterrey, Mexico. She also collaborates with the School of Engineering at the Universidad Andres Bello in Santiago, Chile. Angeles holds a bachelor’s degree in physics engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers’ National System in Mexico (SNI-2) and has been a visiting researcher at Syracuse University, UT-Austin, and Universidad Andres Bello. Her main research areas are interdisciplinary education, teaching methods, faculty development, and gender issues in STEM education. She actively participates in several national and international mathematics, engineering, and science education projects.
Prof. Genaro Zavala http://orcid.org/https://0000-0001-5880-1124 Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile [biography]

Genaro Zavala is the leader of the Socially Oriented Interdisciplinary STEM Education Research Group of the Institute for the Future of Education at Tecnologico de Monterrey. He collaborates with the Faculty of Engineering, Universidad Andres Bello in Chile. He is National Researcher Level 2 in Mexico. His research lines are interdisciplinary STEM education, social oriented education, conceptual understanding, active learning, assessment tools, and faculty development. Dr. Zavala was appointed to the editorial board of the PRPER (2015-18). In the AAPT, he was a vice-presidential candidate, member of the Committee on Research in Physics Education, member and chair of the International Education Committee, and elected member of Leadership Organizing Physics Education Research Council .

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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