The impact of video motion analysis on kinematics graph interpretation skills

Video motion analysis software was used by 368 introductory physics students in a variety of instructional settings. These high school and college students experienced graduated variations in their use of a video analysis software package. Post-instruction assessment of their ability to interpret kinematics graphs clearly establishes that all performed better than students taught via traditional instruction. The data indicate that the greater the integration of video analysis into the kinematics curriculum, the larger the educational impact. Hands-on involvement appeared to play a critical role. Limiting student experience with the video analysis technique to a single teacher-led demonstration resulted in no improvement in performance relative to traditional instruction. Offering more extensive demonstrations and carrying them out over an extended period of time proved somewhat effective. The greatest impact came from a combination of demonstrations with hands-on labs. The curricular modifications employed in the different classrooms and the methods used to evaluate them are discussed.