gPhysics – Using Google Glass as Experimental Tool for Wearable- Technology Enhanced Learning in Physics

Abstract

In this paper we argue that to be viable outside specialized domains (e.g., industrial maintenance) HMDs must be seen as part of a broader concept we refer to as Head-Centered, Context-Aware Computing. Therefore we present a fully functional application prototype gPhysics app which is based on the Google Glass platform and designed to perform an educational physical experiment in the area of acoustics. The initial application is intended for students whose task is to find the relationship between the frequency of the sound generated by hitting a glass of water and the amount of water in the glass. With this experiment, we discuss the possibilities for sensing and interaction in the head/face area. The method described here takes previous research into new directions with the specific features provided by Google Glass. We present a concrete example of our research towards a vision of head-centered computing by discussing a Google Glass app for supporting experiments in physics teacher education training and in high-school physics classes. In a first study discussed in this paper, we focus on the implementation of Google Glass as an experimental tool in undergraduate regular physics teacher education courses. Based on the theoretical framework of the Cognitive Theory of Multimedia Learning (CTML; Mayer, 2005) and the Cognitive Load Theory (CLT; Chandler & Sweller, 1991), we study the variables curiosity and cognitive load in an experimental intervention-control-group design using the nonparametric Mann-Whitney test for independent random samples. The findings indicate that curiosity is indeed affected by the app and device use, while the cognitive load does not differ significantly between the two groups.