@article{fitzgerald_borland_minogue_brunsen_peck_2024, title={Which Way to Go: Exploring Force Arrow Placement}, volume={62}, ISSN={["1943-4928"]}, DOI={10.1119/5.0093063}, abstractNote={Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Madeline J. Fitzgerald, David Borland, James Minogue, Emily Brunsen, Tabitha C. Peck; Which Way to Go: Exploring Force Arrow Placement. Phys. Teach. 1 January 2024; 62 (1): 24–28. https://doi.org/10.1119/5.0093063 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAmerican Association of Physics TeachersThe Physics Teacher Search Advanced Search |Citation Search}, number={1}, journal={PHYSICS TEACHER}, author={Fitzgerald, Madeline J. and Borland, David and Minogue, James and Brunsen, Emily and Peck, Tabitha C.}, year={2024}, month={Jan}, pages={24–28} }
 @article{monahan_vandenberg_gupta_smith_elsayed_fox_cheuoua_ringstaff_minogue_oliver_et al._2023, title={Multimodal CS Education Using a Scaffolded CSCL Environment}, url={https://doi.org/10.1145/3587103.3594181}, DOI={10.1145/3587103.3594181}, abstractNote={There is a growing need for 21st-century workers to be digitally literate and to possess computational thinking and collaborative problem-solving skills. Computer-supported collaborative learning (CSCL) focused on computational thinking can guide students toward the co-development of these skills. In this work, we present our approach to integrating virtual and physical learning modalities into InfuseCS, a CSCL environment. InfuseCS uses problem-based learning scenarios to situate upper elementary school students (ages 8 to 11) in a CSCL setting to foster their computational thinking and science knowledge construction as they collaborate to create digital narratives.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2}, author={Monahan, Robert and Vandenberg, Jessica and Gupta, Anisha and Smith, Andy and Elsayed, Rasha and Fox, Kimkinyona and Cheuoua, Aleata Hubbard and Ringstaff, Cathy and Minogue, James and Oliver, Kevin and et al.}, year={2023}, pages={645–645} }
 @article{emerson_henderson_min_rowe_minogue_lester_2021, title={Multimodal Trajectory Analysis of Visitor Engagement with Interactive Science Museum Exhibits}, volume={12749}, ISBN={["978-3-030-78269-6"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-030-78270-2_27}, abstractNote={Recent years have seen a growing interest in investigating visitor engagement in science museums with multimodal learning analytics. Visitor engagement is a multidimensional process that unfolds temporally over the course of a museum visit. In this paper, we introduce a multimodal trajectory analysis framework for modeling visitor engagement with an interactive science exhibit for environmental sustainability. We investigate trajectories of multimodal data captured during visitor interactions with the exhibit through slope-based time series analysis. Utilizing the slopes of the time series representations for each multimodal data channel, we conduct an ablation study to investigate how additional modalities lead to improved accuracy while modeling visitor engagement. We are able to enhance visitor engagement models by accounting for varying levels of visitors’ science fascination, a construct integrating science interest, curiosity, and mastery goals. The results suggest that trajectory-based representations of the multimodal visitor data can serve as the foundation for visitor engagement modeling to enhance museum learning experiences.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II}, author={Emerson, Andrew and Henderson, Nathan and Min, Wookhee and Rowe, Jonathan and Minogue, James and Lester, James}, year={2021}, pages={151–155} }
 @article{qi_borland_williams_jackson_minogue_peck_2020, title={Augmenting Physics Education with Haptic and Visual Feedback}, DOI={10.1109/VRW50115.2020.0-183}, journal={2020 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES WORKSHOPS (VRW 2020)}, author={Qi, Kern and Borland, David and Williams, Niall L. and Jackson, Emily and Minogue, James and Peck, Tabitha C.}, year={2020}, pages={439–443} }
 @article{qi_borland_jackson_williams_minogue_peck_2020, title={The Impact of Haptic and Visual Feedback on Teaching}, DOI={10.1109/VRW50115.2020.0-118}, journal={2020 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES WORKSHOPS (VRW 2020)}, author={Qi, Kern and Borland, David and Jackson, Emily and Williams, Niall L. and Minogue, James and Peck, Tabitha C.}, year={2020}, pages={613–614} }
 @article{carrier_whitehead_minogue_corsi-kimble_2018, title={Novice Elementary Teachers’ Developing Visions of Effective Science Teaching}, volume={50}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/S11165-018-9742-7}, DOI={10.1007/S11165-018-9742-7}, number={4}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Carrier, Sarah J. and Whitehead, Ashley N. and Minogue, James and Corsi-Kimble, Becca S.}, year={2018}, month={Jun}, pages={1521–1545} }
 @article{adams_carrier_minogue_porter_mceachin_walkowiak_zulli_2017, title={The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction}, volume={39}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2017.1282183}, DOI={10.1080/09500693.2017.1282183}, abstractNote={ABSTRACT The Instructional Practices Log in Science (IPL-S) is a daily teacher log developed for K-5 teachers to self-report their science instruction. The items on the IPL-S are grouped into scales measuring five dimensions of science instruction: Low-level Sense-making, High-level Sense-making, Communication, Integrated Practices, and Basic Practices. As part of the current validation study, 206 elementary teachers completed 4137 daily log entries. The purpose of this paper is to provide evidence of validity for the IPL-S’s scales, including (a) support for the theoretical framework; (b) cognitive interviews with logging teachers; (c) item descriptive statistics; (d) comparisons of 28 pairs of teacher and rater logs; and (e) an examination of the internal structure of the IPL-S. We present evidence to describe the extent to which the items and the scales are completed accurately by teachers and differentiate various types of science instructional strategies employed by teachers. Finally, we point to several practical implications of our work and potential uses for the IPL-S. Overall, results provide neutral to positive support for the validity of the groupings of items or scales.}, number={3}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Adams, Elizabeth L. and Carrier, Sarah J. and Minogue, James and Porter, Stephen R. and McEachin, Andrew and Walkowiak, Temple A. and Zulli, Rebecca A.}, year={2017}, month={Feb}, pages={335–357} }
 @article{annetta_minogue_2016, title={Connecting science and engineering education practices in meaningful ways building bridges introduction}, volume={44}, journal={Connecting science and engineering education practices in meaningful ways: building bridges}, author={Annetta, L. A. and Minogue, J.}, year={2016}, pages={VII-} }
 @article{minogue_borland_2016, title={Investigating Students' Ideas About Buoyancy and the Influence of Haptic Feedback}, volume={25}, ISSN={["1573-1839"]}, DOI={10.1007/s10956-015-9585-1}, number={2}, journal={JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY}, author={Minogue, James and Borland, David}, year={2016}, month={Apr}, pages={187–202} }
 @inproceedings{minogue_borland_russo_chen_2016, title={Tracing the development of a haptically-enhanced simulation for teaching phase change}, booktitle={CHI PLAY 2016: Proceedings of the Annual Symposium on Computer-Human Interaction in Play Companion}, author={Minogue, J. and Borland, D. and Russo, M. and Chen, S. T.}, year={2016}, pages={213–219} }
 @article{lester_spires_nietfeld_minogue_mott_lobene_2014, title={Designing game-based learning environments for elementary science education: A narrative-centered learning perspective}, volume={264}, ISSN={["1872-6291"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84894486887&partnerID=MN8TOARS}, DOI={10.1016/j.ins.2013.09.005}, abstractNote={Game-based learning environments hold significant promise for STEM education, yet they are enormously complex. Crystal Island: Uncharted Discovery, is a game-based learning environment designed for upper elementary science education that has been under development in our laboratory for the past four years. This article discusses curricular and narrative interaction design requirements, presents the design of the Crystal Island learning environment, and describes its evolution through a series of pilots and field tests. Additionally, a classroom integration study was conducted to initiate a shift towards ecological validity. Results indicated that Crystal Island produced significant learning gains on both science content and problem-solving measures. Importantly, gains were consistent for gender across studies. This finding is key in light of past studies that revealed disproportionate participation by boys within game-based learning environments.}, journal={INFORMATION SCIENCES}, author={Lester, James C. and Spires, Hiller A. and Nietfeld, John L. and Minogue, James and Mott, Bradford W. and Lobene, Eleni V.}, year={2014}, month={Apr}, pages={4–18} }
 @article{annetta_lamb_minogue_folta_holmes_vallett_cheng_2014, title={Safe science classrooms: Teacher training through serious educational games}, volume={264}, ISSN={["1872-6291"]}, DOI={10.1016/j.ins.2013.10.028}, abstractNote={STIMULATE (Science Training Immersive Modules for University Learning Around Teacher Education) is a Serious Educational Game (SEG) designed to advance science teacher preparation and development, by creating a laboratory safety module that immerse teachers in scenarios previously taught using only hypothetical case studies. This study employed a two-phase design based methodology. The first phase was a cognitive task analysis of a convenience sample (n = 10) of preservice and in-service science teachers in which they described their key issues and concerns regarding chemical laboratory safety planning, response, management plan, and assessment. Phase 2 examined the usability and effectiveness of STIMULATE’s initial build on 31 preservice teachers. The t-test for equality of means demonstrates that there is a statistically significant difference between pretest and posttest scores, t(30) = 14.79, p < .001, d = 2.56 (large) Overall, results suggest positive learning gains from the preservice science teachers who engaged in STIMULATE program.}, journal={INFORMATION SCIENCES}, author={Annetta, Leonard and Lamb, Richard and Minogue, James and Folta, Elizabeth and Holmes, Shawn and Vallett, David and Cheng, Rebecca}, year={2014}, month={Apr}, pages={61–74} }
 @article{minogue_madden_bedward_wiebe_carter_2010, title={The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency}, volume={21}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/s10972-010-9195-y}, DOI={10.1007/s10972-010-9195-y}, abstractNote={Recent reports have begun to lay the foundation for a re-visioned K-8 science curriculum which includes four strands that could be used to define and assess science proficiency for all students. Using these strands as an analytic lens, this pre-post multiple-case case study explores elementary school science teachers’ practices and their students’ actions. This work focuses on naturally occurring ordinary events and builds a description of how these strands of proficiencies are being developed. The results of cross-case analyses suggest that while the participating teachers do engage their students in activities and exercises that contribute to the development of all 4 strands of science proficiency; the nature, duration, and distribution (across the 4 strands) of these activities varied.}, number={5}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Minogue, James and Madden, Lauren and Bedward, John and Wiebe, Eric and Carter, Mike}, year={2010}, month={Aug}, pages={559–587} }
 @article{minogue_2010, title={What is the Teacher Doing? What are the Students Doing? An Application of the Draw-a-Science-Teacher-Test}, volume={21}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/s10972-009-9170-7}, DOI={10.1007/s10972-009-9170-7}, abstractNote={This study documents the use of the Draw-a-Science-Teacher-Test as diagnostic tool for both preservice teacher beliefs about science teaching and science methods course effectiveness. Direct comparison of pre-course to post-course images from 50 preservice elementary teachers was undertaken using McNemar’s test. Results indicated statistically significant shifts in participants’ mental models of science teaching and learning. Post-course more students portrayed student-centered reform minded practices. The limitations of this analytical approach, the practical significance of this work, and ideas for future research in this arena are discussed.}, number={7}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Minogue, James}, year={2010}, month={Nov}, pages={767–781} }
 @article{wiebe_minogue_jones_cowley_krebs_2009, title={Haptic feedback and students' learning about levers: unraveling the effect of simulated touch}, volume={53}, DOI={10.1016/j.compedu.2009.04.004}, abstractNote={While there has been extensive experimental research on haptics, less has been conducted on cross-modal interactions between visual and haptic perception and even less still on cross-modal applications in instructional settings. This study looks at a simulation on the principles of levers using both visual and haptic feedback: one group received visual and haptic feedback while the other just visual feedback. Using the triangulation of learning scores, eye tracking data, and video analysis of interaction with the levers, the efficacy of haptic feedback to improve learning was explored. The results indicate that while the total fixation time on the levers and numeric readout was greater for the visual and haptic group, very similar patterns of visual attention were seen between groups. Perhaps surprisingly, the visual only group scored higher on an embedded assessment. Explanations for these results are synthesized from theories of cross-modal perception and cognitive architecture.}, number={2}, journal={Computers & Education}, author={Wiebe, Eric and Minogue, J. and Jones, M. G. and Cowley, J. and Krebs, D.}, year={2009}, pages={667–676} }
 @article{annetta_minogue_holmes_cheng_2009, title={Investigating the impact of video games on high school students' engagement and learning about genetics}, volume={53}, ISSN={["1873-782X"]}, DOI={10.1016/j.compedu.2008.12.020}, abstractNote={The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p > .05) in student learning as measured by our instrument, there were significant differences (p < .05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed.}, number={1}, journal={COMPUTERS & EDUCATION}, author={Annetta, Leonard A. and Minogue, James and Holmes, Shawn Y. and Cheng, Meng-Tzu}, year={2009}, month={Aug}, pages={74–85} }
 @article{minogue_jones_2009, title={Measuring the Impact of Haptic Feedback Using the SOLO Taxonomy}, volume={31}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500690801992862}, DOI={10.1080/09500690801992862}, abstractNote={The application of Biggs’ and Collis’ Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer‐based learning environment is described in this study. Pre‐test–post‐test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students: one that received visual and haptic feedback, and one that relied on visual feedback only as they completed their virtual investigations. The results of the Mann–Whitney U‐test indicated that the group mean difference scores were significantly different statistically (p = .043). Practically speaking, this study provides some early evidence suggesting that the haptic augmentation of computer‐based science instruction may lead to a deeper level of processing. The strengths and weaknesses of this current diagnostic approach and a novel approach based on a non‐verbal model of cognition are discussed in light of their potential contributions to the teaching and learning of science.}, number={10}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Minogue, James and Jones, Gail}, year={2009}, month={Jun}, pages={1359–1378} }
 @article{tretter_jones_minogue_2006, title={Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude}, volume={43}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20155}, DOI={10.1002/tea.20155}, abstractNote={The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh grade, ninth grade, twelfth grade, and doctoral students in science. Conceptions spanning sizes from one nanometer to one billion meters were investigated through use of written assessments and individual interviews. Results showed that accuracy of conceptions at small scale were not symmetrical with respect to conceptions at large scale. Large scale accuracy tended to decline in a smooth, uniform fashion as the scale increased, whereas small scale accuracy displayed a discontinuity at the microscopic level. To conceptually interact with scales far removed from human scale, experts used strategies of mentally jumping to a new scale-world. Experts tended not to transition smoothly between the differently scaled worlds but rather to make a discontinuous leap, maintaining abstract linkages between the worlds via mathematics. Implications of these findings for curriculum development and classroom instruction are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1061–1085, 2006}, number={10}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Tretter, Thomas R. and Jones, M. Gail and Minogue, James}, year={2006}, pages={1061–1085} }
 @article{tretter_jones_andre_negishi_minogue_2006, title={Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena}, volume={43}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20123}, DOI={10.1002/tea.20123}, abstractNote={To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions—from visual to kinesthetic in one dimension, and wholistic to sequential in the other—were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed. 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 282-319, 2006}, number={3}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Tretter, Thomas R. and Jones, M. Gail and Andre, Thomas and Negishi, Atsuko and Minogue, James}, year={2006}, pages={282–319} }
 @article{minogue_gail jones_broadwell_oppewall_2006, title={The impact of haptic augmentation on middle school students’ conceptions of the animal cell}, volume={10}, ISSN={1359-4338 1434-9957}, url={http://dx.doi.org/10.1007/s10055-006-0052-4}, DOI={10.1007/s10055-006-0052-4}, number={3-4}, journal={Virtual Reality}, publisher={Springer Science and Business Media LLC}, author={Minogue, James and Gail Jones, M. and Broadwell, Bethany and Oppewall, Tom}, year={2006}, month={Sep}, pages={293–305} }
 @article{jones_taylor_minogue_broadwell_wiebe_carter_2006, title={Understanding Scale: Powers of Ten}, volume={16}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-006-9034-2}, DOI={10.1007/s10956-006-9034-2}, number={2}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Taylor, Amy and Minogue, James and Broadwell, Bethany and Wiebe, Eric and Carter, Glenda}, year={2006}, month={Dec}, pages={191–202} }
 @article{jones_minogue_oppewal_cook_broadwell_2006, title={Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch}, volume={15}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-006-9022-6}, DOI={10.1007/s10956-006-9022-6}, number={5-6}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Minogue, James and Oppewal, Tom and Cook, Michelle P. and Broadwell, Bethany}, year={2006}, month={Nov}, pages={345–351} }
 @article{jones_minogue_tretter_negishi_taylor_2005, title={Haptic augmentation of science instruction: Does touch matter?}, volume={90}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.20086}, DOI={10.1002/sce.20086}, abstractNote={This study investigated the impact of haptic augmentation of a science inquiry program on students' learning about viruses and nanoscale science. The study assessed how the addition of different types of haptic feedback (active touch and kinesthetic feedback) combined with computer visualizations influenced middle and high school students' experiences. The influences of a PHANToM (a sophisticated haptic desktop device), a Sidewinder (a haptic gaming joystick), and a mouse (no haptic feedback) interface were compared. The levels of engagement in the instruction and students' attitudes about the instructional program were assessed using a combination of constructed response and Likert scale items. Potential cognitive differences were examined through an analysis of spontaneously generated analogies that appeared during student discourse. Results showed that the addition of haptic feedback from the haptic-gaming joystick and the PHANToM provided a more immersive learning environment that not only made the instruction more engaging but may also influence the way in which the students construct their understandings about abstract science concepts. © 2005 Wiley Periodicals, Inc. Sci Ed90:111–123, 2006}, number={1}, journal={Science Education}, publisher={Wiley}, author={Jones, M. Gail and Minogue, James and Tretter, Thomas R. and Negishi, Atsuko and Taylor, Russell}, year={2005}, pages={111–123} }
 @article{annetta_minogue_2004, title={The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher?s Professional Development: Another Digital Divide?}, volume={13}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-004-1469-8}, DOI={10.1007/s10956-004-1469-8}, number={4}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Annetta, Leonard A. and Minogue, James}, year={2004}, month={Dec}, pages={485–494} }