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Award ID contains: 1712210

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  1. (, ASEE annual conference & exposition proceedings)
    Physical objects help learning with both well-defined and ill-structured problems. However, in many instances, the use of physical objects in instruction can be restrictive, especially when the concepts are abstract. Thermodynamics is a subject replete with abstract concepts, which are often hard for students to understand. Many problems that students encounter in thermodynamics instruction involve ill-structured problems. Furthermore, the scale of constructed thermodynamic artifacts makes it difficult, if not impossible, for students to interact with authentic objects. This study investigates how the manipulation of virtual objects can help students translate foundational knowledge to solve ill-structured problems in thermodynamics. The virtual objects (vObjects) project will contribute to the situative learning by closely mapping the learner experience to a real-life scenario. 
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