Q & A - Mojgan Matloob
Please tell us about your background and current visualization interests in physics.
I am a physics and astronomy educator, and my previous experience involved teaching and research in physics education at undergraduate level. I hold a doctorate from Kansas State University and have explored the probabilities of students’ patterns of scientific reasoning based on the predictors that were parameters of instruction. I have been a faculty since 2011, teaching physics and astronomy and have also collaborated with learning centers as an educational designer to revamp science courses, to develop assessment tools, asynchronous online courses with features such as simulations, assessments with adaptive pace, interactive games, and engaging tutorials.
My other contribution to distant learning was through a collaboration between Carnegie Mellon and Kansas state university to develop an automated response system to answers teachers’ questions about teaching physics. I was a recipient of the CHEVENING award in 2002 for studying at the University of Glasgow, which I explored students’ difficulties in geometrical astronomy with an outcome of a self-diagnostic online assessment tool.
Currently, I am developing augmented reality science labs to facilitate spatial processing and enhancing students’ conceptual structure. My collaborators and I are leveraging on the extended field of view of AR, our designs create opportunities for in-depth learning, such as comparing processes of biochemical reactions, physics interactions, or connecting QM representations to experimentations.
We will create digital assets such as sensor-based light-triggered bio-reactions to generate AR 3D electron microscope imagery, replicating bulky laser experimentation, three-dimensional visualization of geometrical concepts.
How do you help students learn abstract concepts through cyberlearning and augmented reality?
Learning about sciences involves the mental visualization of dynamic processes, which generates mental animation. A growing body of research in psychometrics and science education literature has reported the high correlation between learners’ spatial abilities and success in the sciences. Scientists referred to various tools of visualization such as pattern-seeking, eliminating unnecessary details, physical modeling or three-dimensional visualization, learning by analogy, learning by sketching, or kinesthetic activity. Psychometric scientists have distinguished between spatial abilities of various time or scales, visualization and connecting the micro and macro, and maneuvering between different representations.
Often, scientists use demonstrations and experiments to enhance visualization. For example, the dipole moment is a purely mathematical concept. Students usually have difficulty to visualize the rotation and polarization of dipole moment in an electric field. I used carbon fibers in a hydrophobic Solution and placed the solution in a 5000 v/m electric field. By turning on and off the electric field, students observed the shift in the orientation of the laser beam passing through the solution and a pure mathematical rotation became visible.
Why may your virtual designs be particularly useful during the coronavirus pandemic, and potentially afterwards?
Nowadays more than any time, our school system has become dependent on distant learning due to the lockdown. Many teachers and educators have found creative ways to surmount the challenge by drawing on current apps and previously funded simulation platforms. However, there are not sufficient resources to comply with NGSS, equity or multimodality aspects of teaching. The science and engineering online courses often suffer from the shortcomings of remote science labs, particularly; 2D restrictions of the screen, sensory memory overload, and lack of versatility for different learning styles. With the AR platform, students have more possibilities of interactions and an extended field of view to interact with the surroundings that can significantly improve visualization. I believe virtual learning would be on the rise after pandemic because of several reasons:
1. Many institutions and funding agencies that have been so far slow to respond will consider TechEd solutions as the pandemic urges the transition.
2. There have been already lack of instrumentation and space that would more affordable and accessible through AR.
3. The online education industry was surging even before pandemic with low quality of online labs. 4. There will be a new demand for teaching more sophisticated concepts as we are on the verge of technology transformation, for example, shortly, the quantum information will transform the computer chip industry.
5. Open sources are rising with free books that are mostly plain PDF.
6. New use cases are on the rise, such as adding new dimension to books or hosting digitally rendered science objects to classroom.
In the near future, what plans do you have for your designs and how you will share them with the world?
My interest in applying visualization techniques intensified after I performed a cluster analysis on the conceptual structure of students’ written responses as a part of my doctoral dissertation.
The outcome showed a demand for a more qualitative and visualized approach toward scientific communication with an emphasis on the visibility of the links between concepts.
As such, I am forming a start-up called VISTA
LINKS SCIENCE LABS (VLS labs) aimed at using augmented reality platforms in teaching sciences, engineering, and workforce training. The theoretical framework behind our designs is to make the links and connections visible to the learner. I have applied for several grants and will apply for the SBIR grant to create designs. I will share the renderings through different platforms.