Research & Publications

Students often struggle to coordinate right-hand rules, vector equations, and spatial representations when reasoning about magnetic fields. Using the Mathematical Sensemaking framework, this study examines two contrasting student cases involving the long-wire and Biot–Savart MARVLS models. Both students reasoned productively within individual representations, but they differed in whether they used the AR environment to test and coordinate the local Biot–Savart field direction with the global circular magnetic-field model.

The MARVLS AR Apps scaffold students’ ability to visualize abstract three-dimensional magnetism concepts and coordinate mathematical expressions with physical representations. The project developed and implemented AR modules in introductory physics courses over three years and analyzed pre/post conceptual assessments and semi-structured interviews. Findings indicate improved magnetism conceptual understanding and qualitative evidence that AR can support coordination between mathematical and physical reasoning modes.

This study maps students’ conceptualization of magnetic flux and electromagnetic induction while they manipulate MARVLS AR visualizations. Using the Mathematical Sensemaking framework and think-aloud interviews, the analysis examines how students use a copper ring, magnetic-field representation, gesture, and model manipulation to reason about changing flux and the resulting direction of induced current.

This study investigates augmented reality as a tool for strengthening mathematical understanding and conceptualization in physics and engineering. It uses the Mathematical Sensemaking framework to examine student reasoning about vectors, coordinate systems, and magnetic fields while students interact with manipulable 3D MARVLS models. The study reports evidence that AR can support spatial reasoning and movement between mathematical and physical reasoning.

This case study uses MARVLS to investigate student understanding of the direction of magnetic force on a moving charged particle. The Mathematical Sensemaking framework is used to map reasoning across diagrams, concepts, symbols, equations, and right-hand-rule gestures. Interview results suggest that MARVLS tools and Merge Cube interaction can support deeper understanding of the Lorentz-force cross product.

This qualitative study examines how students develop conceptual understanding while interacting with a MARVLS model of the magnetic field surrounding a long current-carrying wire. Semi-structured interviews and guided interactions are used to investigate how students incorporate manipulable AR visualizations into their understanding of magnetism and coordinate 3D models with conventional representations.

This multiple-case study examines student gestures during interactions with augmented-reality visualizations. Preliminary findings indicate that students use gestures that represent AR visualizations to think and reason about abstract concepts such as electric and magnetic fields, and that these gestures may relate to mental simulation during problem solving.

This paper reports the initial implementation of MARVLS in three introductory physics sections at Siena. The activities emphasize relationships between two-dimensional and three-dimensional representations of magnetism and use manipulable AR models displayed on Merge Cubes. The study compares pre/post assessment data and student feedback, reporting modest gains in electromagnetism concepts and spatial reasoning in the calculus-based sections.