Student experiences of virtual reality: A case study in learning special relativity

physics is concerned with the development and analysis of conceptual models of physics and explores the consequences of theory. The goals of courses on an abstract physics topic are to excite students about the subject area, provide a rationale for the relevant models, and develop abstract thinking abilities. However, many students undertake a surface learning approach and focus on manipulating formulas in place of developing an understanding of abstract principles. Although this approach might enable students to achieve satisfactory results in an assessment task, these students have learned little to support their future studies. A common introduction to abstract physics is the study of special relativity, which is fundamentally and mathematically simple, popular, and provides access to an essentially different understanding of time and space. However, many students fail to develop an understanding of the fundamental concepts in special relativity even after advanced instruction. Understanding relativity requires one to accept that there is less that is absolute than was once believed and to accept a model of time and space that is strange and unfamiliar. Modifying everyday concepts of motion, time, and space to develop accurate constructs of the theory of special relativity is extraordinarily difficult. Mermin and Scherr described courses that support students’ learning and avoid common pitfalls. Ideas and recommendations for how and what special relativity should be taught in introductory courses have been discussed in Refs. 6–9. Experiments that support the study of special relativity are limited because the effects of special relativity become significant only at near light speeds. Experiments have been developed to verify length contraction and time dilation by 10–12 examining particles moving at near light speed. These 862 Am. J. Phys. 78 8 , August 2010 http://aapt.org/ajp experiments provide evidence to aid students’ acceptance of special relativity, but they use a heavily guided approach to ensure the collection of appropriate data. An alternative is the development of visualizations and simulations to aid the conceptual understanding of special relativity through imagery and virtual experiences. Gamow’s Mr. Tompkins in Wonderland provides vivid descriptions of a relativistic world. More recently, computer-generated images and video that provide accurate imagery of motion at near light speed have been developed by Weiskopf et al. Taylor described an educational implementation of several special relativity simulations, including a wire-frame threedimensional simulation identifying visual effects of special relativity, and a model of a two-dimensional world featuring clocks. Taylor’s two-dimensional simulation features associated space-time diagrams, enabling exploration and connection between multiple representations of space and time. Belloni et al. developed simulations based on Scherr’s activities. Carr et al. developed serious games employing the effects of special relativity. Recent technological advances have enabled the development of more sophisticated simulations. An example is the virtual reality simulation developed by Savage et al., which models the visual, spatial, and temporal effects of special relativity. This software, known as REAL TIME RELATIVITY, is implemented on a personal computer with a programmable graphics card and provides an opportunity for new approaches to learning special relativity. This paper describes the implementation and evaluation of REAL TIME RELATIVITY and associated learning activities as performed over four semesters. The study builds on an earlier smaller scale study by accessing an expanded student cohort from two research-intensive institutions. The Australian National University ANU attracts students from around the country, while students of The University of Queensland UQ tend to originate from the state of 862 © 2010 American Association of Physics Teachers Queensland and from Asia. At these universities, REAL TIME RELATIVITY has been incorporated in first year physics courses where special relativity and quantum mechanics serve as an introduction to abstract physics. An important aspect of this incorporation is enabling students to recognize the value of abstract physics and to develop a desire and a basis for further physics study.