Making Physics Meaningful

Physics Education Research (PER) focuses on how students learn physics and how teaching methods can be improved. It combines insights from physics, education, and cognitive science to identify effective strategies, develop learning tools, and assess student understanding. The goal is to make physics more accessible and meaningful for everyone!

3D Modeling and Extended Reality

Samuel Smith '25 and Suryash Malviya '26 developing 3D models for introductory physics classes.

Samuel Smith '25 and Suryash Malviya '26 developing 3D models for introductory physics classes.

We’re exploring how 3D modeling and extended reality (XR) tools can help students build spatial intuition in physics—especially in topics like electromagnetism that are hard to visualize in 2D. These interactive models allow students to explore complex concepts from different perspectives, using devices ranging from phones to mixed-reality headsets. Our goal is to create adaptable, accessible tools that future educators can customize to fit their own teaching needs. You can find their models and resources in development here.

This research area includes learning about instructional resource development, coding, and 3D modeling design.

Suryash Malviya '26 and Samuel Smith '25 developed 3D models of challenging physics concepts, including this one of a cyclotron. The interactive simulation lets students visualize how charged particles accelerate in circular paths using electric fields and magnetic confinement.

Simulation and Game Development

Some physics concepts—like electric fields or astrophysical orbital mechanics—are difficult to grasp because they can’t be directly seen or touched. In these cases, simulations and instructional games can support student understanding by making the invisible visible. Our lab uses multimedia learning theory to develop educational technologies that improve both comprehension and student attitudes. We ask: What are the best ways to engage students? How can we make a game both fun and educational? Which programming frameworks make these tools most accessible and usable?

This research area includes learning about instructional resource development, coding, and app design.

Electric Field Simulator

Electric Field Simulator

This interactive simulation helps students explore how electric fields are influenced by various charge configurations. It displays electric field lines, field vectors, equipotential lines, and voltage distributions. Users can place charges and watch how test charges behave dynamically within the field.

  • Built in JavaScript for compatibility across most web browsers.
  • Developed by Ted Mburu ’23
  • Assessed by Liana Rodelli ’20
  • Mentors: Dr. Colleen Countryman, Dr. John Barr, Dr. Doug Turnbull
  • Partners: Ithaca College Departments of Physics & Astronomy and Computer Science, Ithaca College IT, p5.js Project, Daniel Shiffman (The Coding Train)

This work has been featured at national conferences, including the American Association of Physics Teachers Meeting and the National Society of Black Physicists Conference. Ted Mburu received the Best Undergraduate Research Poster award at the APS March Meeting.

Electric Field Game

Ted Mburu, '23, presents at the APS March Meeting.

Ted Mburu, '23, won an undergraduate presentation award at the APS March Meeting for the simulation and game he developed.

efieldsim.ithaca.edu

This educational game builds on the simulator’s physics engine to boost student engagement and motivation through gamified learning. Players solve puzzles using electric field concepts in an interactive, goal-oriented environment.

  • Built in JavaScript
  • Developed by Ted Mburu ’23
  • Assessed by Liana Rodelli ’20
  • Mentors and collaborators: Same as above

Gravitational Field Simulator

Mikolaj Konieczny, '24, developed a simulation to help students understand orbital mechanics.

Mikolaj Konieczny, '24, developed a simulation to help students understand orbital mechanics as summer research project.

Step into the cockpit of a space station to observe a rocket orbiting Earth using this simulation. Users can adjust the rocket’s thrust and see how it affects the total energy of the rocket-Earth system, leading to escape or in-spiral scenarios.

  • Developed by Mikolaj Konieczny ’24

Other Simulations

Sherzod Ravshanov '25 presenting at SPS Cosmic Pathways Conference in February 2025.

Sherzod Ravshanov '25 presenting at SPS Cosmic Pathways Conference in February 2025.

Supplementary Instructional Videos (In Development)

Instructional videos (like those from Khan Academy) have been shown to increase student achievement and motivation. We use cognitive theory of multimedia learning to inform the creation of the videos and develop a means of assessing their effectiveness in our courses.

Videos produced by Ted Mburu, '23, and Chris Weil, '22.
Video analytics assessed by Raymond Rogers, '21.
Website developed by Matt Weil, '24.

Analyzing Impacts on Students

Earth Sonrod '25 shows off the statistical analysis of data from an experiment involving AI grading systems.

Earth Sonrod '25 shows off the statistical analysis of data from an experiment involving AI grading systems.

While educational technologies might be developed with good intentions and research-based methods, we must determine the actual impact that they have on their target audience – students! Do students perform better on tests after using the technology? How does their performance shift compare to the use of other tools? Does the new technology help certain students more than others? This part of the project focuses on collecting and analyzing data from real students. 

This project builds skills in statistical analysis, experimental design, and testing development.

AI Grading Systems

Led by Earth Sonrod ’25, this project evaluates the effectiveness of the AI grading platform GradeWiz. We compare its feedback with that of human instructors on introductory physics problems, examining grading agreement, efficiency, and student perceptions. GradeWiz scores are used for research only and do not impact students’ official course grades.

Standards-Based Assessments

Several faculty in our department are adopting standards-based assessment systems in place of traditional grading. Emily Leach ’24 examined how this change affects student performance, perceptions of fairness, and long-term understanding in our introductory physics courses.

Producing Supplementary Instructional Materials

Noah Rosenzweig '24 uses the light board in the PER lab to design videos.

Noah Rosenzweig '24 uses the light board in the PER lab to design videos.

Introductory physics is a major hurdle for many students. To offer support outside of class, we are creating a library of short, targeted instructional videos made by peer learning coaches. These videos are designed to reinforce key ideas, answer common questions, and boost student confidence.

We are exploring questions like:

  • What topics do students most need help with?
  • How should these videos be organized for maximum accessibility?
  • Do these videos improve learning outcomes or reduce anxiety?

This project blends curricular development, video production, and educational analysis to make out-of-class help easier to access.

Faculty