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Yet, providing students physical apparatuses to complete an IBLA is not tenable in every instructional setting. This paper reports design, development, and implementation of two Remote IBLAs in mechanics – the Spool IBLA and the Rolling Cylinder IBLA. The Remote IBLAs were constructed based on successful, analogous Physical IBLAs and contain two elements, a video of the central activity in the Physical IBLA followed by a Virtual Laboratory simulation. The simulation provides students additional vector and graphical representations while the combined video and simulation are designed to manage the learner’s cognitive load. A naturalistic preliminary study used a split design to measure student perception and performance in both remote and physical conditions. Students expressed that the combined video and simulation was more effective for their learning than video alone or simulation alone. Students articulated each element had unique merits; the video provided the “what” of the activity-a concrete example of the phenomenon under investigation that concretizes the experiment. The simulation provided information “why” - with the added vector representations giving students the opportunity to develop their mental models  \n2022: VOLUME 10 ISSUE 2 1  \nADVANCES IN ENGINEERING EDUCATION  \nBridging the Gap: Computer Simulations and Video Recordings for Remote Inquiry-Based Laboratory Activities in Mechanics  \nby explaining why the underlying phenomenon occurs. When compared to the Physical IBLA, there was not a difference in perceptions of learning nor in measured performance on summative concept inventory questions; however, students reported they were less motivated with one of the Remote IBLA activities.  \nKey words: Conceptual change, Inquiry based learning, Learning technology  \nINTRODUCTION  \nInquiry-Based Laboratory Activities (IBLAs) have been shown to improve student understanding of difficult concepts in science and engineering (Laws, Sokoloff and Thornton 1999; Prince, Vigeant and Nottis 2016; Self and Widmann 2017) . Typically, IBLAs are constructed around brief hands-on experiments designed so that students can confront common misconceptions. In a predict-observeexplain sequence, these activities prompt students to make sense of a phenomenon as they work collaboratively through a guided worksheet. However, IBLAs are commonly developed around physical experiments that present logistical challenges for many instructors, such as those who teach large classes, those with limited resources, or those confined to remote instruction due to the COVID 19 pandemic.  \nWith this study, we describe an alternative instructional design for Remote IBLAs where videos of the physical experiments are used in tandem with computer simulations to replace the hands-on physical experiment. The study builds upon an earlier work-in-progress report (Cook et al. 2021) . Two Remote IBLAs that have been adapted from their physical form, the Spool IBLA and the Rolling Cylinders IBLA (Self, Widmann and Adam 2016) are presented. The ","cbCaiixHOhZieQmi","https://ap.wps.com/l/cbCaiixHOhZieQmi","pdf",2342743,22,"English","# Abstract\n# Introduction\n## Cognitive conflict and conceptual change\n## Remote IBLA design with video and simulation\n# Background\n## Conceptual learning through cognitive conflict\n# Research questions","[{\"question\":\"What learning principle underpins the remote inquiry-based laboratory design?\",\"answer\":\"The work is based on cognitive conflict, a pedagogical approach intended to support conceptual change by creating discrepancy between learners’ mental models and external information.\"},{\"question\":\"How are the remote mechanics IBLAs structured in this paper?\",\"answer\":\"Each remote IBLA pairs a video recording of the central activity from a corresponding Physical IBLA with a virtual laboratory simulation that adds vector and graphical representations.\"},{\"question\":\"What did the preliminary study find about learning and performance?\",\"answer\":\"Students reported that the combined video and simulation was more effective than video alone or simulation alone. However, perceptions of learning and measured performance on summative concept inventory questions did not differ from the Physical IBLA condition, and motivation was lower for one remote activity.\"}]","Bridging the Gap - Computer Simulations and Video Recordings for Remote Inquiry-Based Laboratory Activities in Mechanics | PDF",1792066597,55]