"TESTING RESISTANCE" Experiment Courseware based onFlashARSun Yuchen

Lin Chenglong

Beijing Normal University, China

Beijing Normal University, China

guardianyc@gmail.com

linchenglong@bnu.edu.cn

Li Qiaohui

Cai SuBeijing Normal University, China

Beijing Normal University, China

ivy.li2011@foxmail.com

caisu@bnu.edu.cn

Chiang Fengkuang
Beijing Normal University, China
fkchiang@bnu.edu.cn

Abstract: Experiments play an important role in electrophysics learning. However, due toinaccessibility to equipment and safety risks, electrical experiments can only be conducted in schools.
In this paper, we design and develop a novel "TESTING RESISTANCE" experiment courseware
based on FlashAR, which can provide a direct interaction for learners who have a computer with acamera. Learners can control the wiper of the slide rheostat by moving the AR marker instead of themouse or keyboard. Meanwhile, the real-time current and voltage values can be read on the virtual
voltmeter and ammeter. The courseware also includes a problem-based learning method to	  encourage
deeper understanding. It presents a real situation in daily life and guides learners to obtain related
knowledge and finish the electronic report. Feedbacks are given to learners on whether they should
go back to certain parts where they have made mistakes. After inviting a few experts and students to
use it, we have already acquired some positive feedbacks showing that this courseware, which
combines the virtual and the reality and enables natural interaction, effectively promotes learners’
understanding and improves their interest and motivation in electrophysics learning.

Keywords: Augmented Reality, Flash, electrical experiment, Problem-Based Learning

1. Introduction
With laboratory means introduced perfectly, physics became an independent course. Thus experiments
occupy an important position in physics. Nevertheless, in domestic environment of physicalexperiments in middle school, undeveloped equipment sometimes just can’t match the requirement ofaccomplishing all teaching processes of the courses. Besides, due to inaccessibility to equipment andsafety risks, the electrical experiments can only be conducted in school, tremendously limiting students’learning and exploration.
With an eye to this situation, we design and develop a novel "TESTING RESISTANCE" experimentcourseware based on FlashAR. Under the guidance of courseware, students will learn all the related
knowledge step by step, and have a perfect practice in the part of experiment by moving the AR marker
freely and getting the needed data to finish the electronic report in real time.
We referenced a lot of pioneers’ work, including some researches and studies applying AR in science
experiments abroad. Almost uniquely, under the guidance of thorough instruction design, we choose
FlashAR coding the core part, the experiment.

2. Methods
Before development, analysis of teaching materials has been done to get the conclusion of teachingcontents and goals. With the help of expert physic teachers, the key and difficult parts have also been
confirmed. The courseware is divided into four parts. Students will be given a related problem in daily
life firstly, which, as a question-based part, can arouse the interest of learners. In the second part,students will learn the fundamental knowledge and get some immediate tests. After doing experimentand analyzing data in the third part, the courseware will offer students a test, and give them appropriate
feedbacks if they make mistakes in specific parts, which including asking students to go back andconsolidate relevant knowledge. To encourage students, the bulb on the left side will light up little bylittle, every time they finish one part of study. (Figure 1)

Figure 1: Bulb light up after every part of study finishedIn the AR experiment part, all the instruments are 3D modeling by 3ds MAX. With Flash 3D andPV3D, the courseware achieves the interaction function. And the combination of 3D model andaugmented reality with Flartoolkit finally form final virtual teaching tool. We have tested the programfor several times to adjust the identification and enhance the robust and humanity of it.
Flash can easily combine four kinds of media elements: text, image, sound and video, being an
excellent courseware tool for its convenience to take advantage of multimedia. Meanwhile, Flash is abrowser-based application, whose player, named Flash player, has a share of more than 97% in themarket. Such a fairly broad popularity ensures that the users do not need to install complex softwareplug-ins. The integration of AR brings a leap to natural interaction, benefiting the users’ possession ofbetter experience. Besides, the FlashAR based courseware provides a more real environment. Both ofthese will promote learners’ learning experience, which has been confirmed in researches.

Figure 2: AR experiment-"TESTING RESISTANCE"

3. Discuss
The courseware aims to provide students adequate support to understand and experience step by step.
Based on the existing parts, it will certainly be better to have more friendly supports. For example, avirtual study partner can guide students better. And the test part will be more efficient if the questions
are better designed.
Also, in the AR experiment part, more tests are waiting to be done as the location of 3D model easily
affected by many factors, such as: the angle of the camera, the orientation of the marker, even the lightof experimental environment. More accurate and more realistic location control will greatly enhance
the users’ experience.

4. Conclusions
The courseware presents a real situation in daily life. Direct interaction and problem-based learning
method are embodied everywhere. With the help of real-time data in AR experiment and feedbacks
based on thorough instruction design, students can not only do self-learning outside school, but also
gain better experience and deeper understanding.
After inviting a few experts to use and evaluate the courseware, we have already acquired somepositive feedbacks showing that the courseware effectively promotes learners’ understanding andimproves both their interest and motivation in learning “TESTING RESISTANCE” experiment. An
empirical research is looking forward to be conducted in the future. Further attempt in generalization ofFlashAR in the teaching and learning of the whole electrophysics, and even of other subjects isexpected.
Reference
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孙伯耳. (2010). Flash 课件在物理实验教学中的应用. 实验科学与技术, 8(005), 49-50.