Keith R. Bujak

TL;DR: A framework for understanding AR learning from three perspectives: physical, cognitive, and contextual is presented, arguing that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts.

TL;DR: In this paper, the performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI), and results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (MI).

TL;DR: This work states that it is increasingly likely that the University of the future will not look like present-day institutional arrangements and needs to be tested with real students, new curriculum approaches need to be validated, and analytical tools need broadly based data to be truly useful.

TL;DR: In this article, the performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI), and results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (MI).

TL;DR: 20 popular apps are evaluated according to the basic work functions they accomplish and their adherence to the classic usability standards outlined by Nielsen and Molich to help teams find apps that perform functions that are necessary for their tasks.