28th International Conference on Multimedia in Physics Teaching and Learning (MPTL'28)

4 Sept 2025, 10:00 → 6 Sept 2025, 16:50 Europe/Budapest

Mihály Hömöstrei

28th MPTL Budapest         

4 - 6 September 2025

Using multimedia in the age of artificial intelligence

 

The International Conference on Multimedia in Physics Teaching and Learning provides an annual forum to exchange information and ideas about the use of multimedia in physics teaching and learning.

 

 

Hosted by Eötvös Loránd University, Budapest, Hungary

 

 

 

 

 

Institutions, organizations and firms who support the conference:

     

 

    

 

             

            

Thursday 4 September

12:30 → 13:30 Registration: Registration / Coffee break

13:30 → 14:00 Ceremonies & Social Program: Opening Ceremony

Convener: Péter Jenei

14:00 → 15:30 Keynote Presentation

Convener: Prof. Tomasz Greczyło (Institute of Experimental Physics, University of Wrocław)

14:00 The Transformation of Pedagogical Practice in the Age of Generative Artificial Intelligence: From Conscious Design to Critical Application

Generative artificial intelligence (AI) is profoundly reshaping the educational ecosystem, and its impact is most directly felt at the level of pedagogical practice. This is especially true for the areas of pedagogical planning, the implementation of teaching processes, and assessment, where AI offers new tools and methodological possibilities.
This transformation is dual in nature: on one hand, AI holds the promise of reducing teachers' administrative burdens, creating more differentiated learning paths, and fostering creative curriculum development. On the other hand, in their daily planning and application, educators must confront the epistemological risks inherent in AI, algorithmic biases, and the potential erosion of critical thinking and student autonomy. Through this duality, the presentation examines how AI reshapes the teaching profession and the process of pedagogical planning.
The presentation sheds light on the depth of these challenges through the results of an empirical study, demonstrating how various large language models possess hidden pedagogical orientations. The study's conclusion, that these models are not neutral tools but rather reflect specific conceptions of knowledge, fundamentally influences how we must approach AI-based pedagogical planning.
Ultimately, the presentation argues that teacher professional agency and reflective, conscious planning become the cornerstone of responsible AI use. The objective is not the uncritical adoption of tools, but the cultivation of a pedagogical practice in which the teacher, as the conscious designer of the learning process, is capable of applying AI ethically, critically, and in the service of pedagogical goals.

Speaker: Laszlo Horvath (Eötvös Loránd University)

mptl28_aiedkeynote_Horváth.pdf

15:30 → 16:00 Coffee break

16:00 → 18:00 Oral Presentations

16:00 Exploring properties of gasses with experiments and computer simulations

In recent years, many reports around the globe show that Students have difficulties understanding abstract concepts in High School Science. In this presentation, an example on teaching properties of gasses, ideal gas and gas laws using experiments and simulations in 2nd year High School Physics in Slovenia will be shown. The emphasis will be on the correlation of visual representation of gas properties in the simulations to the abstract understanding of gas laws and experiments with gasses. In order to achieve this goal, laboratory exercises and science experiments in the Physics classroom were used in combination with PhET Colorado simulations (https://phet.colorado.edu/en/simulations/). Students have reported that using simulations in the classroom and at home enhances their learning experience, resulting in improved knowledge transfer and long-term knowledge on the topic. In the conclusion, the impact use of simulations on the quality of teaching and learning Physics will be presented, as well as variations of the exercises for teaching Physics in elementary Schools.

Speaker: Dr Andreja Eršte (Srednja šola Josipa Jurčiča Ivančna Gorica)

AErste_Publish_Budapest_2025-9-4.pdf

16:20 Possibilities of gamification in high school physics education

Introduction
During the process of teaching Physics in a professional way, it is often a challenge to keep the students' attention, i.e. to motivate them. To improve the effectiveness of Physics lessons, I would like to use a modern pedagogical system, called gamification. This method is about gaining more and more attention in the 21st century but is not commonly used in Physics methodology. Gamification is usually mixed up - wrongly - with games. However, the aim of using gamification during the lessons is to introduce game elements and game design elements rather than simple games.
Gamification, the use of game design elements in non-game contexts, has been operationalised to increase user engagement, activity, and enjoyment. Studies have shown that gamification can lead to positive behavioural changes; however, we currently do not understand the factors influencing user motivation in gamification.
Personalizing gamified systems to each user is important because these systems are more effective than one-size-fits-all approaches. Gamified systems are effective when they help users achieve their goals, which often involve educating them about certain topics, supporting them in attitude or behaviour change, or engaging them in specific topics.
The steps of the learning experiment
The teaching experiment can be divided into two main parts. In a 10th grade advanced Physics class, gamification was implemented as a method of Physics instructions. This approach involved focus shifting from traditional assessments and summative tests to independent learning and student motivation. The Thermodynamic curriculum was divided into three thematic blocks. During the learning process of these blocks, students earned points based on their classroom participation, individual and group problem-solving skills, conducting experiments at home, short in-class quizzes and lab report writing.
Between the blocks, students’ feedback was gathered through informal, unstructured interviews. Adjustments were allowed during these meetings in order to modify the point system for the following block.
During the first block, students’ player types were assessed using the Hexad-model. Based on the results, a group profile was created, representing the distribution of different player types within the class. Using this profile, tasks incorporate various game design elements developed and tailored to the player type composition of the group.
Game elements and game design elements
The test classifies students into six categories of players. These categories include a variety of game design elements, which allowed me to create exercises for all types of students. Furthermore, these exercises could be used in Physics lessons. The examples of these game design elements include-without listing every simple elements-: tournaments, conducting experiments at home and escape rooms. The game elements I have used e.g: special point collecting system, guilds, levels, leaderboards.

Speakers: Csikos Viktoria, Szabolcs Varga (Eötvös Loránd University)

Csikós_Possibilities of gamification is high school education.pdf

16:40 WebEJS and IODA: New client-server web tools for teaching modelling, simulation, and data analysis

The widespread availability of Internet access—especially from educational institutions—and the increasing use of Internet-enabled devices by students have shifted educational tools from computer-based applications to full-fledged web platforms. These platforms use a client-server architecture to deliver installation-free, familiar interfaces through standard web browsers. In such systems, clients connect to servers programmed by experts that can leverage advanced tools, including databases, sophisticated libraries, artificial intelligence, and learning analytics.

We introduce two such educational tools designed for teaching physics. The first tool, WebEJS, is an Internet-based client-server version of the award-winning Easy JavaScript Simulations (EJS) modeling and authoring platform. EJS plays a pivotal role in the OpenSourcePhysics collection hosted by the ComPADRE digital library, offering hundreds of ready-to-use simulations covering high-school and college-level physics. These simulations can be easily adopted and modified by physics instructors with minimal programming expertise. With WebEJS, the need for a dedicated computer lab is eliminated, as students can now use everyday Internet devices like tablets both in the classroom and at home.

The transition to a client-server architecture also opens new avenues for educators and researchers. It allows for the integration of advanced features such as personalized pages tailored to a student’s progress, learning analytics, and even AI-guided instruction. Although these capabilities have not yet been implemented, the platform’s flexible design, and this presentation, invite education technologists to incorporate them.

The second tool originates from an ongoing research project aimed at providing nuclear fusion scientists with easy access to vast, remote data repositories alongside robust analysis and visualization tools in a client-server framework. In this context, researchers can combine standard routines and libraries with their own specialized code to analyze and visualize data from fusion reactor discharges. The IODA (Input-Output Data Analysis) platform enables users to graphically construct directed graphs of algorithmic elements. Each element, representing a specific algorithm that processes inputs to produce outputs, is selected from a curated list provided by experts. Users can configure these elements and connect them appropriately, allowing the server to execute the entire graph through dedicated computational nodes and return the results in HTML format. This setup facilitates controlled database access, the execution of multi-language algorithms, and the use of specialized hardware in a streamlined fashion.

In this talk, we detail the key implementation decisions, demonstrate the execution of these web tools, and invite teachers and researchers to collaborate on exploring their potential educational and scientific applications.

Speaker: Francisco Esquembre (Universidad de Murcia)

WebEJS and IODA.pdf

17:00 Gamification of Introductory University Physics Courses

Traditional lecture-based teaching methods are becoming less effective in engaging students. This research explores the impact of innovative teaching approaches, incorporating game-like elements, online tools, and research-based learning activities. Conducted among university physics students and teacher trainees, the study used continuous testing with control and experimental groups. Key hypotheses include higher knowledge acquisition, greater professional development, enhanced knowledge retention, and increased student commitment through innovative methods. Assessments were conducted at the beginning, middle, and end of the academic semester, alongside continuous performance monitoring. The findings contribute to optimizing teaching strategies in science, engineering, and teacher education.

During the research, we transformed the intermediate-level course of "Mechanics" by applying gamification and the flipped classroom method, while the advanced-level course was taught using traditional education. In addition, the performance of the experimental course students was compared with the results of the previous year's students from the same level course. The research was conducted among university physics teacher trainees and physics students.

The essence of the research is to assess students' subject knowledge, competencies, motivation, and attitude towards learning and physics at the beginning, middle, and end of each academic year. Additionally, their academic performance (grades, midterm exam results) is continuously monitored. By tracking these indicators, we can determine the effectiveness of our innovative teaching methods. The students of both courses took an entry and an exit test, which were the same. That is, both courses completed the exact same test at the beginning and the end of the semester. Additionally, the experimental group took a midterm and a final exam, which were identical to those taken by the previous year's students. We also carried out a comparison of these results.

The initial results are promising. The experimental group achieved significant improvement in the post-test compared to the pre-test, with substantial progress, whereas the control group showed only a slight improvement. The 2024 experimental group's midterm exam scores are significantly higher, and their dropout rate is lower compared to the 2023 control group.

Speaker: Szabolcs Varga (Eötvös Loránd University)

mptl_varga.pdf

17:20 AnReAL - an Augmented Reality software for Teaching Motion Concepts

AnReAL - an Augmented Reality software for Teaching Motion Concepts

Caterina Giovanzana (1),
Tommaso Rosi (2), Giuliano Zendri (2), Pasquale Onorato (1), Stefano Oss (1).
(1) University of Trento, Department of Physics, Via Sommarive 14, 38123, Povo, Trento, Italy
(2) Level Up s.r.l., Via Generale Giacomo Medici 4/1, 38123, Trento, Italy

Abstract. Recently, Augmented Reality has gained increasing attention in education as a tool to enhance student engagement and learning outcomes. This work focuses on AnReAL, an AR software for Meta Quest headsets which helps students visualize motion-related quantities.

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AnReAL - an AR software for Physics Education

Recently, Augmented Reality (AR) has gained interest in education [1]. This work focuses on AR headsets like Meta Quest, whose affordability has led schools, universities, and science centers to adopt them.

The growing interest in using headsets for didactics has driven the development of new educational tools to address learning needs. In particular, our ongoing study focuses on AnReAL (Augmented Reality Active Learning) [2], an AR software designed for Meta Quest headsets, developed for enhancing physics’ teaching about motion and engaging students in their learning process.

AnReAL transforms traditional motion lessons into interactive and immersive experiences [3], promoting embodiment. It provides real-time visualization of physical quantities, such as trajectories and vectors [3] (see Fig. 1), allowing students to actually “see” abstract physical quantities and supporting their conceptual understanding.

Fig. 1. Real-time tracking of a movement and some of its respective graphs. For each dot, the yellow vector indicates its velocity and the pink one its acceleration.

Not only does AnReAL support the teaching and learning of motion-related concepts, but it can also enhance traditional physics laboratory classes. Indeed, AnReAL can be integrated with classic experimental apparatuses and can be adapted in Microcomputer-Based Laboratory (MBL) activities [4].

In our ongoing study, we are focusing on implementing AnReAL-based activities in high schools since we believe that such software promotes a stronger link between physical experimentation and theoretical understanding.

References
[1] Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active Learning Augmented Reality for STEAM Education - A Case Study. Education Sciences, 10(8), 198.
[2] https://www.leveluptrento.com/anreal
[3] Rosi, T., Perini, M., Onorato, P., & Oss, S. (2021). Commercial virtual reality headsets for developing augmented reality setups to track three-dimensional motion in real time. Physics Education, 56(2), 025016.
[4] Thornton, R. K., & Sokoloff, D. R. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics, 58(9), 858-867.

Speaker: Caterina Giovanzana (Università degli Studi di Trento)

Presentazione_Giovanzana_mptl.pdf

17:40 Teaching Physics with Images and Photos Analysis - STEM education at the Székely Mikó High School

Abstract. Learning the theories and problem-solving methods of physics as a science is quite a challenging task for secondary school students, especially in recent decades when they are exposed to a lot of speedy visual and audio impulses. In this context, the task of the teacher is to combine modern technological tools with learning requirements by using innovative teaching methods in a way that is effective and efficient for the students. The use of photographs, diagrams, and visual representations of scientific processes facilitates and enhances the understanding and acquisition of physics concepts and processes.

Introduction
I would like to present an educational good practice project based on astrophotography. For students, as the compulsory curriculum (Romania) does not include astronomy topics, it is always interesting to be taught about the universe. In the last years, I have implemented different topics in the physics classes or in the project week activities to improve the students' results. One of the most effective ways for secondary school students to study kinematics and motion was to analyse astrophotographs. The photographs (Moon, Sun, Sky) were taken by students individually or together during science camp activities or astronomical observations and then used to calculate the physical properties and motion of the celestial body from the camera and image data.
Concept and implementation
Images of the Sun and sunspots are downloaded from NASA or ESA databases and used to examine the differential rotation of the Sun and calculate the rotation periods for different latitudes. This is an excellent way to apply the laws of circular motion in practice and to study the law of harmonic oscillation using graphs.
Images of the Moon can also be used in a number of other ways, such as calculating the diameter of the celestial body, the physical characteristics of the craters on its surface, and the phenomenon of libration. If the Moon is observed and photographed for a long enough period of time, it is possible to describe the motion of the object from the photos.
Conclusion
Students enjoy such tasks and are eager to participate in all stages of the work: preparing the topic, collecting data, taking photographs, analysing and processing the data. At the end of the data analysis phase, they present the results of their work in the form of presentations, scientific posters or short films. They could then participate in student conferences, scientific research workshops and competitions.
This new learning opportunity helps them to work in groups, to communicate effectively and stimulates them to think creative and innovative.

Speaker: Maria PETO (Székely Mikó High School)

mptl2025_Pető.pdf

16:00 → 17:30 Workshops

16:00 Interactive Online Interventions for Helping Students Succeed in Physics

Many students taking their first course in physics are afraid that the course may be very difficult for them. The Interactive Online Interventions (IOIs) project is developing socio-psychological interventions that help students learn and succeed. The IOIs will cultivate students' sense of belonging in introductory physics courses, and help them learn how to learn physics. They enhance the effectiveness of evidence-based active engagement instruction. IOIs are easy for instructors to implement in Learning Management Systems such as Moodle, itslearning, Blackboard and others that support SCORM. An IOI is an interactive online activity that includes videos of students explaining their experience in taking physics courses. Four are being developed: (1) "What worries you?" helps students understand that they are not alone; many other students share the same fears and worries about taking a physics course. (2) "Saying is believing" reinforces the first IOI by showing upper-level students explain how they overcame their fears. (3) "Exam wrapper" is a structured process that helps students reflect on the score of their first exam and prepare for future exams. (4) "End-of-term reflection" helps students interpret their performance and identify learning strategies that worked. IOIs are designed for use in the first calculus-based physics course in secondary schools or universities.
In the workshop you will learn more about the research basis behind the IOIs, how to use them effectively in your class, and how to customize them to your language. The current versions are only available in English. Participants interested in customizing should bring a laptop with version 8u441 of Java installed (see https://www.compadre.org/IVET/VS2.cfm). The online IOIs are made with free, open-source Vignette Studio II software (https://www.compadre.org/IVET/VS2.cfm). The page https://sciencetutorials.net/IOI/sample/ links to a sample IOI you can try.

Speaker: Dr Robert Teese (Rochester Institute of Technology)

19:00 → 22:00 Ceremonies & Social Program: Conference Dinner

Friday 5 September

10:30 → 11:00 Coffee break

11:00 → 12:40 Oral Presentations

11:00 Mixed reality content for physics teaching. Descriptive analysis

In the wake of the seminal contributions of Rauschnabel et al. (2022), the term "extended reality" (XR) has emerged to denote any novel reality in which two distinct realities are distinguished, namely augmented reality (AR) and virtual reality (VR). The AR can be defined as the combination of digital information with the real world, presented in real time. Conversely, the VR pertains to an artificially constructed, immersive reality.
REFODIGE is an acronym for 'Design, production and evaluation of extended reality programmes for training in Climate Change and Integrated Disaster Risk Management' (Chaljub-Hasbún et al., 2024). The work, conducted through the Instituto Tecnológico de Santo Domingo (INTEC), aims to systematically describe three digital resources that constitute an RX space oriented to secondary education students. The descriptive method employed encompasses the narrative literature review, the field diary, and the FEMUD questionnaire (Martínez et al., 2002; Rodríguez et al., 2009; Zamarro and Amorós, 2011), culminating in a preliminary Monitoring Report. The technology employed involves the use of the Ricoh® Theta® SC2 camera, high-resolution panoramas, the KRPANO® application, through frames (https://krpano.com), the use of XML language, web pages, mobile devices or through virtual reality glasses. The observations are made using a desktop computer, a mobile phone and the Meta Quest 3.
In conclusion, the text draws attention to the importance of considering both software and hardware, emphasising the educational context as a complex environment. With regard to digital content, the Physics Laboratory (oscilloscope and wave generator) is addressed at https://refodige.intec.edu.do/recursos/labfisica/, 'Integrated Disaster Risk Management: Hurricanes' in AR at https://lc.cx/m68f33 (QR code, technology by Zappar LTD), and in VR the lithium atom, the carbon dioxide molecule (CO2) and Hurricane 3D (https://sketchfab.com/refodige) are described. Access to the browser-based platform is facilitated, with the manipulation of moving 3D visual content being conducted through the utilisation of Sketchfab. An iterative and immersive observation period has been observed. In terms of content, a range of multimedia possibilities have been identified, including movement, colour, three-dimensionality and a sense of calm. Furthermore, aspects of observational learning and human-machine interactivity are emphasised.

Agreements
The financial provision for the REFODIGE project has been furnished by the Ministry of Education of the Dominican Republic (MESCYT). REFODIGE is advised by the Project MEREVIA (PID2022-136430OB7-IOO), which is financed by the Ministry of Science and Innovation of Spain.

Speaker: Dr Lucía Amorós-Poveda (Universidad Internacional de La Rioja, Spain)

MPTL 2025 Presentation 57.pdf

11:20 Microbit: A Game for Physics Teachers

As part of the HiTech DIY for Physics Teachers optional course-unit at Eötvös Loránd University, students explore computer-controlled physics experiments using the BBC Microbit microcontroller while having the freedom to conduct independent experiments. This course spans two semesters. In the first semester, students learn to execute various physics experiments using the Scratch programming language, while in the second semester, they use the Python programming language.
In addition to programming, students acquire valuable skills for physics teachers, such as designing simple measurement circuits, 3D printing, and soldering. The goal of the course is to help future physics teachers develop skills in a playful environment, enabling them to create 21st-century student experiments on a limited budget during their teaching careers.
In my presentation, I will share professional experiences in course-unit organization and provide some specific examples from the course curriculum.

Speaker: Gergely Vadász (Eötvös Loránd University)

Microbit_A_Game_for_Physics_Teachers_5_Vadász.pdf

11:40 High school physics lessons for students with physical disabilities

A special group of students with special educational needs, students with physical disability, is emerging in increasing numbers across the entire education sector. Society must ensure that these students are fully guaranteed their right to learn. However, the right is not enough if we do not pay attention to actual access to education. It is not enough to make educational spaces barrier-free, because there are many types of disability that visibly or implicitly affect students' learning. For example, if a student cannot grasp things, he/she cannot actively participate in learning experiments. What solutions can we use to activate these students so that they can experience the science of physics? We can find solutions by rethinking the teaching of physics and changing our perspective. Medical science is now capable of such miracles that even 22-23-week-old fetuses can survive. What invisible problem does neurological underdevelopment generate? We may encounter these problems during education, and it is not a solution if personal assistants carry out the activities instead of the students. A teacher or video demonstration of an experiment often does more harm than good, as we reinforce in the students the feeling that “you can't do this yet/anymore”. In this work, we focus on the spirit of an active and inclusive approach, let's give these students a chance for real learning. Let's fundamentally reform the approach to teaching physics. Let's dare to give real-world problems, in small groups instead of individually, with individual responsibility. The use of digital tools can be a means of involvement, which we can use to adapt experiments, but bring the solution to success in open-ended tasks. STEAM projects develop not only the scientific side, but also 21st century competencies such as the combination of digital literacy, teamwork, and individual responsibility.

Speaker: Anna Barsy (Mozgásjavító EGYMI)

Anna_Barsy_MPTL28_2025.pdf

12:00 Studies of Stirling-engines

We present the topic of Stirling engines through a Low Temperature Differential (LTD) Stirling engine, which is available as an affordable toy using air as the working gas [1] [2]. A Stirling engine serves as an excellent illustration of the operation of heat engines and functions based on thermodynamic principles. Its cyclic operation requires at least two heat reservoirs with different temperatures: a heater and a cooler. The aim of this study was to explore the structure and operation of an LTD Stirling engine. For this reason, we measured continuously the temperature of the heater (T1) and the cooler (T2) and we determined the frequency of the rotating wheel (f), during its operation. For determining the wheel frequency, we developed two methods.
The first method is based on a Video Analysis using the software Video Pad free trial version. [3] In slow motion we determined first a time-interval (t1; t2) when the temperature difference (T) between the heater and the cooler was constant. Then we counted the number of turns of the wheel (n) during that time-interval and the average frequency during that time-interval was calculated as n/f. After that analysis of the operation we have a series of data, containing a hundred of values (T1; T2; t1; t2; f). To complete our goal we analysed T1(t), T2(t), f(t) f(T) functions.
The second method is based on data, collected by an Arduino controlled infrared proximity sensor which allows us to determine the frequency of the rotating wheel. We can represent the function f(t) in real time applying the software Excel.
We use the LTD Stirling-engine to present a heat engine during its cyclic operation, moreover it is possible to follow its idealized cycle on a diagram pression-volume, because its idealized cycle contains only isochoric and isothermal transformations.

References
[1] W. Yeadon, M. Quinn: Thermodynamics education for energy transformation: a Stirling Engine experiment. Phys. Educ. 56 (2021) 055033.
[2] Low Temperature Stirling Engine Motor Model Heat Steam Education Toy Diy https://www.stirlingkit.com/products/low-temperature-stirling-engine-motor-steam-heat-education-model-toy
[3] Wikipedia: Video Pad Video Editor, https://en.wikipedia.org/ wiki/VideoPad_Video_Editor

Speaker: Csernovszky Zoltán (Berzsenyi Secondary School, Budapest, Hungary)

25_mptl_CSERNOVSZKY.pdf

12:20 Space Science and AI

The PhET Interactive Simulations have been well known for a long time, and these simulations are under continuous development. The integration of artificial intelligence in PhET simulations is possible in the near future.
It has not even been 3 years since Artificial Intelligence chatbots began operating for the general public, but the possibility of using AI in different areas has developed rapidly nowadays. An example of this is that I was amazed by the AI answer to the gravity question on ISS last summer. The answer was very depressing because it said “there is no gravity on the ISS”. I wrote to the chatbot that this was wrong, and I explained the correct answer. Two weeks later, I asked my students to ask Chat GPT the same question, and they got the right answer. The responsibility of a Physics Teacher to choose suitable applications for their students related to AR, VR, MR is bigger than it used to be because on the one side, the AI chatbots can give us several possibilities, on the other side these have to be tried before using them. We have to decide if they are suitable in the classroom or maybe for homework. Back to the title and the topic that was mentioned before, I present a few platforms that are appropriate to use. The topic of atmospheric science can be used Virtual Lab of UCAR (University Corporation for Atmospheric Research). https://scied.ucar.edu/interactive/virtual-ballooning After learning the layers of the atmosphere, we can find good and variable tasks on the Wordwall. https://wordwall.net/en-us/community/layers-of-the-atmosphere
At the https://docsbot.ai/prompts/education/atmospheric-engagement-activity webpage, we can find a lesson plan on the topic of atmosphere. If we would like to show some VR or AR models to our students, we can find some new ones connected to Space Science on the Sketchfab platform. It is a powerful platform for sharing and viewing 3D models. https://sketchfab.com/augmented-reality. Here we can find a 3D model of a rocket or a satellite. The number of different types of possibilities grows day by day, thus, the teaching of physics is also in constant change.

Speaker: Annamária Komáromi (MTA-ELTE PHYSICS TEACHING WITH DIGITAL SUPPORT RESEARCH GROUP)

Space Science and AI_Komáromi.pdf

11:00 → 12:30 Workshops

11:00 Teaching wave-particle duality, superposition and quantum measurement using an interactive simulation of the double slit experiment

Research has shown that key concepts in quantum physics for upper-secondary education include, among others, wave-particle duality, and the fundamental principles of quantum physics, such as superposition and quantum measurement. This contribution presents a teaching-learning sequence designed to address these concepts, with a focus on sharing experience with teaching it to upper-secondary students. The sequence utilises an interactive web simulation of the double slit experiment, previously introduced at the MPTL'26 conference in 2023. Superposition and quantum measurement are further explored through hands on activities, such as quantum tic-tac-toe and the game of quantum battleship. To foster active learning, the sequence is supplemented with conceptual questions for students.

Speaker: Jana Legerská (Department of Physics Education, Faculty od Mathematics and Physics, Charles University)

12:30 → 14:00 Lunch

14:00 → 16:00 Oral Presentations

14:00 Metaverse evaluation approach for Physics teaching resources

Evaluative research focused on learning objects with Extended Reality (XR) currently faces significant needs due to contradictory results observed in various studies. The integration and use of the metaverse in educational contexts present numerous challenges yet to be fully resolved such as Doty et al. (2022) in Physics mixed-reality simulators or Wang (2024) in natural sciences do. Furthermore, when evaluating the concrete application of XR in tasks requiring specific cognitive elements and action skills, the findings can be contradictory. Evaluating XR introduces new complexities, particularly concerning the cognitive, semantic, and contextual load imposed by its digital and immersive format, which requires careful consideration. Calzati and De Kerckhove (2024) attend to the metaverse as a key application in the digital ecology (2024, p. 18) and as part of the points to attend in the digital transfromation process (2024, p. 2, pp. 65-66).
Addressing this problematic, the MEREVIA and REFODIGE projects were initiated. Their core focus encompasses the design, production, and evaluation of resources utilizing extended reality technologies. In order to substantiate its approach, the methodology consisted of analysing two different existing procedures for evaluating educational media based on the metaverse, more particularly with a focus on XR.
The first procedure was implemented in the research of Akçayir et. al. (2016) at the University of Kırıkkale in Turkey. The evaluation process was applied to attend students’ laboratory skills and attitudes toward science laboratories. It was focused on the use of augmented reality (AR) employing Likert and attitude scales, questionaires, tests, observation, and semi-structured interviews.
The second procedure gave priority to student perceptions, leveraging the Technology Acceptance Model (TAM). Data was collected through a questionnaire based on Davis's (1989) TAM, used to evaluate AR medical training content, comprising five dimensions and 15 seven-option Likert items, demonstrating a reliability of 0.895 (Cabero et al., 2017, p. 207).
In conclusion, evaluating XR in teaching contexts is difficult and often yields conflicting findings. MEREVIA and REFODIGE contribute a multidimensional pedagogical framework and an evaluation process for meaningful assessments. XR serves as a supportive tool integrated within the curriculum, requiring consideration of curricular components and teacher training as recognize Silva et al. (2024).

Agreements
The financial provision for the REFODIGE project has been furnished by the Ministry of Education of the Dominican Republic (MESCYT). REFODIGE is advised by the Project MEREVIA (PID2022-136430OB7-IOO), which is financed by the Ministry of Science and Innovation of Spain.

Speaker: Lucía Amorós-Poveda

MPTL 2025 Presentation 67.pdf

14:20 Adaptive learning in mechanics using artificial intelligence

Introduction

One of the challenges faced by teachers has always been to identify which tasks provide the most effective and efficient pathways for students. By using ML and predictive analytical tools, it is possible to create a computer program that can see through this and learn to recognise which tasks to assign to students. The following research topic aims to develop a computer programme which provides personalized learning path for secondary school students based on their prior knowledge and competencies.
The integration of ICT in education has transformed learning processes, enhancing student engagement and motivation. Interactive platforms and online learning systems can foster active participation and independent learning. ICT-based approaches support differentiated and personalised teaching, contributing to improved learning outcomes. The aim of improving educational effectiveness suggests that the use of ICT can facilitate innovative pedagogical practices, which can lead to more dynamic and student-centred learning environments. [1]
ML methods can be used to evaluate and improve the effectiveness of teaching and learning processes. By integrating ML with traditional assessment methods, teachers can optimise learning activities and assess the impact of their teaching strategies. This data-driven framework supports better student outcomes and enables more informed teaching decisions, improving educational practice. [2]

Schematic of the algorithm

First of all an assessment of students' general competencies in mathematics, literacy, and science is conducted, as these skills can influence the optimal pathways for academic progression. After that, students fill a subject-specific test – mechanics, in our study. Based on the results of the test, the algorithm identifies common misconceptions and errors and then generates a personalized set of practice tasks aimed at correcting them. The system monitors students’ performance on these tasks and provides targeted feedback for them. Following this, students retake the same test as before. Throughout this process, the algorithm tracks the input parameters (competency levels), test performance, solution of the practice tasks, and progress metrics. Based on the extensive data generated through repeated fills, artificial intelligence can identify patterns and correlations, refining the practice process, and facilitating personalized learning. This cycle can – and should – be repeated to further enhance learning outcomes.

[1] Timotheou, S. et al.(2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
[2] Sabharwal, R. et al.(2024). Evaluating teachers’ effectiveness in classrooms: an ML-based assessment portfolio. Social Network Analysis and Mining, 14(1), 28. https://doi.org/10.1007/s13278-023-01195-5

Speaker: Márton Burkovics (Eötvös Loránd University)

mptl_2025_burkovics-marton.pdf

14:40 Supporting Science Learning with Simulations: Contextualized Guidance from LLMs Based on Student Actions

The advancement of generative AI has enabled the development of pedagogical agents that can support personalized science learning through simulations. Grounded in the cognitive apprenticeship model, effective tutoring requires monitoring students’ actions within the learning context and providing timely guidance that fosters reflection during simulation-based tasks. However, prior research has shown limited success in delivering contextualized guidance—feedback that prompts students to reflect meaningfully based on their actual interactions with simulations. A key challenge is the disconnection between generative AI systems and simulation environments, preventing the AI from recognizing or interpreting students’ simulation behaviors in real time.

To address this gap, we attempted to develop pedagogical agents in the CoSci platform (https://cosci.tw/), which tightly integrates AI agents with science simulations to enable real-time, context-aware guidance based on student actions. Within CoSci, we designed a comprehensive feedback framework tailored for simulation-based learning. This framework includes:
1. operational support for using simulations,
2. evaluation of experimental designs,
3. analysis of key findings from simulations,
4. construction of scientific concepts,
5. linking concepts to real-life examples,
6. assessment of students’ responses, and
7. procedural guidance.

Feedback is generated dynamically, drawing on both students’ simulation behaviors and their verbal or textual inputs.

Several AI pedagogical agents have been implemented within CoSci to support science topics such as liquid pressure, momentum, and friction. Preliminary findings suggest that these agents successfully deliver just-in-time, context-sensitive feedback, resulting in significantly improved conceptual understanding among students who interacted with the agents compared to those who did not.
Interestingly, our analysis of student-agent interactions revealed developmental differences. Junior high students benefited primarily from following the agents’ structured guidance, while senior high students engaged in more autonomous, constructive learning behaviors when interacting with the agents.
These results highlight the critical importance of tightly coupling AI systems with simulations to enable meaningful, personalized feedback. Our findings also demonstrate the potential of contextualized guidance to enhance science learning. Nonetheless, we identified several challenges. For example, a "domino effect" can arise when the AI misinterprets a student’s incorrect reasoning.

We argue that both the positive impacts and unintended consequences of AI-assisted simulation learning deserve further discussion and exploration, particularly in the context of designing robust, adaptive educational technologies.

Speaker: Chen-Chung Liu (National Central University)

Contextualized Guidance from LLMs Based on Student Actions 2025-09-04.pdf

15:00 Instructor Evaluation of Meta Smart Glasses: AI-Supported Problem Solving in High School Physics

This study explores the instructional potential of Ray-Ban Meta Smart Glasses—wearable AI-powered devices integrating the Llama2 language model—for supporting conceptual understanding and problem solving in high school physics. Unlike conventional AI tools that rely on screen-based inputs, these glasses offer hands-free, voice-interactive engagement, making them particularly useful in real-time instructional contexts such as labs, fieldwork, and practical exercises. Our research investigates how accurately and effectively the embedded AI recognizes, analyzes, and explains physics problems related to motion, forces, and energy.

Fifteen experienced physics instructors participated in a structured evaluation of the AI's performance using three physics problems commonly associated with student misconceptions: projectile motion, static equilibrium involving tension, and conservation of energy. Each instructor tested the glasses with a selected problem and rated the AI's responses across four domains: content accuracy, problem-solving ability, explanation quality, and user interaction. The study did not assess student learning but rather examined instructors' expert evaluations of the AI’s performance.

Findings reveal that the AI excelled in recognizing problem types and identifying key variables (e.g., 3.6 ± 0.55 for classification accuracy in energy problems). However, challenges emerged in multi-step reasoning and accurate formula application, particularly in problems involving equilibrium (e.g., formula rating of 0.4 ± 0.55). The AI’s hands-free interface received favorable evaluations for enhancing interaction and maintaining engagement, yet limitations in speech recognition and domain-specific terminology occasionally led to misinterpretations and flawed reasoning.

From a pedagogical perspective, instructors emphasized the importance of integrating the glasses within a guided learning framework. The system’s strengths in classifying problems and providing conceptual prompts align with constructivist learning and the Zone of Proximal Development. Nevertheless, concerns were raised about the risk of students bypassing productive struggle if AI is used solely to deliver solutions. The study underscores the value of hybrid approaches that combine AI’s scalability with teacher-guided questioning and feedback.

This exploratory evaluation suggests that wearable AI has promising applications in personalized physics learning, particularly for reinforcing foundational concepts and enabling real-time instructional feedback. However, technical improvements are necessary, especially in handling multi-variable scenarios and providing more coherent multi-step explanations. Future work should examine student learning gains through classroom-based implementations and expand evaluation to include more diverse learning environments.

Speaker: rabih kahaleh (Autonomos Barcelona)

Meta-Smart-Glasses-in-Physics-Education.pdf

15:20 Quantum Technologies for Secondary Education: Exploring the State of Qubit

Quantum technologies are rapidly advancing in science and industry. Integrating them into secondary school curricula is increasingly important, as demonstrated by international projects like QTEdu and QWorld. However, quantum physics is often seen as difficult due to its complex mathematics and its fundamentally different way of describing reality. Advances in computer graphics offer an alternative to mathematical formalism, and younger generations, familiar with simulated realities, may find it easier to grasp the unusual behaviour of micro-objects. To effectively introduce these topics, engaging activities for students must be developed, and high school teachers require appropriate training.
This presentation presents insights from seven standalone 90-minute lectures (approx. 180 students), two semester-long courses (“Quantum Clubs”, ten 90-minutes sessions, 16 students in total), two 18-hour courses for in-service physics and IT teachers (30 participants in total), and two optional seminars for pre-service teachers (18 university students). Interactive teaching was the basis of the approach in all cases. The contribution will offer specific strategies for covering the topic at a basic level, with a focus on multimedia-based and hands-on approaches to visualizing qubit states.

Speaker: Zdeňka Koupilová

MPTL2025-Koupilova.pdf

15:40 Interactive Thermodynamics Experiments Supported by Arduino Technology

The development of scientific thinking and the transfer of applicable physics knowledge are essential objectives of modern physics education. As a physics educator, I consider it crucial to promote student engagement in interactive classroom activities so that they can thoroughly comprehend various phenomena, understand the workings of the world, interpret scientific occurrences, formulate models and hypotheses, collect and analyze data and evaluate results.
In my poster presentation, I will demonstrate how these objectives can be effectively facilitated in physics lessons through the Sokoloff method [1] and the competence-based physics teaching approach assisted by Arduino technology [2]. The Sokoloff method, in essence, encourages students to predict the outcome of a demonstration experiment based on their everyday experiences. They make assumptions, construct hypotheses and models, and then contrast their predictions with real experimental results, often leading to a "wow" experience. This process refines potentially incorrect prior knowledge, enhances retention and deepens understanding.
Beyond interactive demonstration experiments, I also advocate for student-led measurements as a competence-developing physics teaching method. I have enhanced these experiments by incorporating Arduino-controlled sensors. The students carry out the experiments independently under teacher supervision. In the process, they acquire skills that are crucial for navigating the 21st-century world and professional environments. This method promotes the appropriate use of digital tools in the classroom, supports experiential learning and significantly contributes to meeting curricular requirements and developing subject-specific competences.
My poster will showcase several thermodynamics-related experiments that were implemented using Arduino-controlled software. During my presentation, I will not only introduce best practices but also discuss the outcomes of these educational experiments. The learning process, which is built upon the Sokoloff method and competence-based physics teaching, is supported by instructional materials and worksheets, effectively improving students' subject-specific competences and their attitudes toward physics.
With this poster, my goal is to inspire fellow educators by providing practical ideas and encouraging them to implement modern, practice-oriented teaching methods with their own student groups. The best practices presented will be supplemented by teaching materials and worksheets, which will be made freely accessible to participants.
References:
1. Sokoloff, D. R. & Thornton, R. K. (2006). Interactive Lecture Demonstrations. New York, NY: Wiley.
2. Schnider, D. & Hömöstre, M. (2023). The Influence of Arduino-based Student Experimentation on the Development of Students' Skills and Competences. https://doi.org/10.1007/978-3-031-44312-1_14

Speaker: Tamara Fekete-Nagy (Eötvös Loránd Tudományegyetem)

MPTL - előadás_Fekete-Nagy.pdf

14:00 → 15:30 Workshops

14:00 Coffee break

14:00 Developing thinking skills in a playful environment – Online escape rooms for physics classes

This contribution presents an innovative, game-based approach to developing students' cognitive skills in physics education through the use of online escape rooms. These interactive digital environments offer context-rich problem-solving scenarios, requiring collaboration, logical reasoning, and the application of physics concepts. By integrating different puzzles and challenges within a narrative framework, online escape rooms create an engaging learning environment that fosters both individual and group work.

The workshop introduces the pedagogical foundations and technical tools necessary to design such activities, including examples adapted for secondary school physics topics. Participants will explore how escape rooms can enhance motivation, deepen conceptual understanding, and promote active learning. Practical guidelines for creating custom rooms will be shared, along with opportunities to test and reflect on their implementation.

The workshop aims to equip educators with adaptable digital strategies that combine curriculum content with playful, inquiry-based learning.

Speaker: Réka Anna Bencsik (Szent Margit Gimnázium)

15:30 → 16:30 Coffee Break

16:30 → 18:00 Keynote Presentation

Convener: Prof. Lars-Jochen Thoms (University of Konstanz)

16:30 Never sick, available around the clock, with access to all the knowledge in the world – is an AI chatbot the better physics teacher? The potential and risks of AI applications for schools and education.

The presentation discusses the use of AI-based technologies
in schools, with a particular focus on science education.
Specifically, it highlights current and future applications of AI and
their potential to transform teaching and learning in the natural
sciences. Particular focus is given to generative AI applications,
such as AI chatbots. As well as discussing the technology's potential,
the presentation addresses the risks associated with its use in schools.

Speaker: Cilia Rücker (University of Cologne)

Keynote MPTL 05.09.2025.pdf

Saturday 6 September

08:30 → 09:00 Registration

09:00 → 10:30 Keynote Presentation

09:00 Augmenting Physics Instruction and Assessment through Multimodal AI: Insights from Project Ethel

Generative artificial intelligence (genAI) is transforming physics education by enabling automated solutions and personalized feedback. Project Ethel at ETH Zurich explores the integration of genAI into physics instruction and assessment, leveraging both reasoning and non-reasoning multimodal AI models. Our research shows that genAI consistently outperforms the average undergraduate student on physics concept inventories after instruction, yet it struggles with tasks requiring visual interpretation. These limitations are particularly pronounced in grading handwritten exams, where accurately recognizing handwriting and interpreting graphical diagrams remains challenging. To address this, we applied psychometric methods—most notably item response theory—to establish confidence measures for genAI-generated grades. This approach enabled high reliability in grading subsets of tasks, significantly reducing the need for manual grading. These findings highlight genAI’s potential to enhance physics education, while also underscoring the need for human oversight, curricular adaptation, and attention to equity. The next-generation Ethel platform integrates these capabilities and is released as open-source software to foster cross-institutional collaboration.

Speaker: Gerd Kortemeyer

Kortemeyer_pres.pdf

10:30 → 11:00 Coffee break

11:00 → 12:40 Oral Presentations

11:00 Chatbot Use in Science Learning: Insights from Czech Upper-Secondary Schools

The rise of generative artificial intelligence has brought increased attention to the integration of AI chatbots in education. Tools such as ChatGPT, Gemini, or Microsoft Copilot are becoming gradually accessible, raising questions about how students engage with them in various educational contexts. A recent study by von Garrel and Mayer (2023) shows that university students in STEM fields are the most frequent users, indicating a strong connection between chatbot use and disciplines that emphasise problem solving and analytical thinking. This is particularly relevant in physics education, where conceptual understanding and analytical thinking play a key role.

Chatbots are believed to have a huge potential for improving teaching and learning at all educational levels. Many existing publications in the field of education often focus on the potential uses of chatbots and the associated challenges; the teaching ideas involving chatbots arise spontaneously and vigorously within the educational community.

This study aims not to expand the portfolio of existing teaching ideas but to provide an evidence-based insight into how Czech upper-secondary school students (N = 1175, aged 15-19) use chatbots in science subjects. Data were collected through a quantitative online survey between September 2023 and February 2024.

Our findings show that a considerable number of students have integrated chatbots into their daily routines; however, only a small fraction uses them regularly for science learning. While boys reported more frequent overall chatbot usage, no significant gender differences were observed in terms of chatbot use for science learning. Additionally, students’ expectations regarding the importance of science knowledge for their future did not predict greater chatbot use. Students primarily used chatbots to quickly find clear explanations of unfamiliar concepts. Notably, despite being in a non-English-speaking environment, most respondents stated they naturally use English when interacting with chatbots.

These results highlight the need for educators to consider the intentional integration of chatbots into science education. Key challenges include promoting critical evaluation of chatbot-provided information, preventing the reinforcement of gender-based disparities, and using chatbots to support language skills in the context of science communication.

Speaker: Marie Snětinová (Department of Physics Education, Faculty of Mathematics and Physics, Charles University)

MPTL_Snetinova.pdf

11:20 How LLM Could Be Used for Generating Text to Facilitate Multimedia-Based Physics Assessment?

The use of physics textbooks in education and their impact on national teaching and learning practices has a long-standing tradition and has been investigated from various perspectives [1, 2, 3]. Recently, there has been growing interest in using literary texts in science education. One particular approach to structuring assessments using different types of texts has been presented in a nationally published primary school physics workbook [4] associated with the physics textbook.

This study aims to highlight the results of research in which various freely available Large Language Models (LLMs) were used to analyse literary texts originally written in Polish. The goal was to identify physics-related topics and phenomena that could be assessed using these texts, based on the author's initial judgment. Following this analysis, the LLMs were tasked with generating similar texts that could potentially hold educational value for teaching and learning physics. The outcomes of this work are intended to be presented and discussed from multiple educational perspectives.

Speaker: Prof. Tomasz Greczyło (Institute of Experimental Physics, University of Wrocław)

MPTL25_ Greczyło v2.pdf

11:40 Prompt Engineering in Physics Education: Exploring the Use of ChatGPT

In recent years, we have witnessed a significant increase in the use of so-called chatbots, closely associated with the rapid development of generative artificial intelligence. Students at primary, secondary, and tertiary levels, as well as teachers and other users, have begun to use these tools not only for answering questions but also for preparing projects, presentations, planning, and many other activities.

Despite the growing popularity of chatbots, the importance of so-called prompt engineering — the skill to communicate effectively with a language model — is often overlooked. The responses generated by chatbots largely depend on the quality of the prompts provided. Well-crafted prompts lead to more accurate and relevant outputs, while poorly formulated prompts can result in misunderstandings or incorrect information.

In this contribution, we focus exclusively on text-to-text prompting and present several approaches to its application. These include, for example, the Flipped Interaction Pattern (where the chatbot asks questions instead of answering them), the Persona Pattern (where the chatbot adopts a specific role or identity), and the Question Refinement Pattern (which involves iterative improvement of user queries). We examine the use of the Persona Pattern from the perspective of various stakeholders in physics education.

This presentation is based on the bachelor’s thesis of the first author. The research relied solely on the ChatGPT language model developed by OpenAI, specifically the freely available online version.

Speaker: Lukáš Slunečko (Department of Physics Education, Faculty of Mathematics and Physics, Charles University)

MPTL_Slunecko-Snetinova.pdf

12:00 Improving physics education through digital experimentation: active learning with video and artificial intelligence

Physics education has long been considered one of the most challenging subjects, not necessarily because of the abstract nature of the concepts, but rather because of outdated teaching methods. Traditional approaches often emphasise teacher-led explanations over student involvement, resulting in passive learning and limited hands-on experimentation. This research addresses these shortcomings by integrating digital tools and artificial intelligence into physics education, with the aim of turning passive observers into active participants.
My research is rooted in the urgent need to modernise physics education. Over the past decade, research has highlighted the gap between theoretical education and practical learning, especially in Hungarian secondary education. By leveraging digital platforms, this project aims to create interactive, student-centred experiences that are in line with the Hungarian National Curriculum.
The primary objectives of the research are the followings: 1. Designing and creating digitized experiments for 9-10th grade physics subjects, ensuring accessibility with school and home devices; 2. Measuring the impact of videos on students’ knowledge retention, attitudes towards physics and soft skills such as creativity and collaboration; 3. Identifying best practices for integrating technology.
In the first research phase (September 2024 - February 2025), I carried out the groundwork. A review of existing physical experiment videos revealed a dominance of teacher-centred demonstrations with minimal opportunity for student interaction. This realisation guided the development of student-led digital content. Experiments such as Newton’s First Law and Regelation were selected for their relevance to the Hungarian National Curriculum and feasibility for digital adaptation. Students collaboratively created scripts for the experiments, recorded videos and shared their reflections, fostering ownership of learning. Students experimented both in class and at home. Initial observations showed increased participation and improved group dynamics, indicating a positive shift towards collaborative learning.
The research highlights the transformative role of technology in education. By replacing passive observation with active experimentation, students develop the critical thinking and teamwork skills essential for STEM careers. By bridging the gap between theory and practice, this study advocates for a paradigm shift in physics education. My project demonstrates that technology, when thoughtfully integrated, can inspire curiosity, deepen understanding, and prepare students for future challenges. The findings offer scalable solutions for educators worldwide, highlighting the untapped potential of digital innovation in transforming STEM pedagogy.

Speaker: Róbert Szabó (Eötvös Loránd Tudományegyetem)

12:20 Modeling Common Sense through Qualitative Physics: An Artificial Intelligence Approach to Understanding Intuitive Reasoning in Kinematics

Context and Issue
Students approach physics courses with conceptions derived from common sense, often in conflict with scientific models. These conceptions are not the result of isolated errors, but of coherent cognitive systems, rooted in lived experience. The challenge for teaching is therefore not to eradicate these conceptions, but to understand their logic in order to guide students in a transition towards more scientific forms of reasoning.
Theoretical Framework
We draw on the three-phase model of understanding proposed by Trudel (2005) and Trudel, Parent, & Métioui (2009), integrating intuitive, conceptual, and formal dimensions. This model is enriched by research in qualitative physics and cybernetic modeling of understanding (Trudel & Métioui, 2011, 2016). Artificial intelligence (AI), in its qualitative form, becomes a heuristic tool to represent the implicit structures of intuitive reasoning.
Presentation Objectives
- To present a framework integrating qualitative modeling and conceptual change to support learning in kinematics.
- To demonstrate how such a framework enables the identification of students' conceptions about uniformly accelerated rectilinear motion.
- To offer teaching approaches for linking perceptual reasoning and scientific modeling in a school setting.
Methodology
The research is based on a theoretical and reflective analysis of previous publications, supplemented by the study of research journals, concept maps, and computer-assisted laboratory experiments conducted by high school students. A qualitative analysis framework is used to model the observed conceptual reasonings.
Expected Results
- A typology of intuitive reasoning in kinematics (e.g., judgments about uniformly accelerated motion).
- Pedagogical recommendations for integrating qualitative AI into physics teaching.
Keywords
Qualitative physics · artificial intelligence · cognitive modeling · common sense · conceptual understanding · kinematics teaching

Speaker: Prof. Louis Trudel (University of Ottawa)

11:00 → 12:30 Workshops

11:00 Arduino-supported Kinematics Measurement with Thomas, the Tank Engine

In our workshop we provide secondary school physics teachers with an insight into the effective usage of Arduino for teaching kinematics. With Arduino-based classroom measurements, we aim to enhance students knowledge, while we provide with an action-oriented learning process, which contributes to competency development and plays an important role in the improvement of students’ attitude towards physics.

Instead of teacher-centred, frontal education, our method gives the opportunity to students to get completely involved in the work processes. Students learn and deepen the required knowledge through measurements conducted in small groups. Student activities are supported by worksheets designed based on the competence-developing, knowledge transfer-based learning methodology, we designed [1]. These guide students in a controlled way on the path of scientific knowledge. If students actively engage in the process of scientific discovery during physics classes through well-structured classroom activities — such as conducting measurements — their critical thinking skills and professional competencies will improve. Students become familiar with a phenomenon while collecting data with Arduino-controlled sensors and learn to describe it qualitatively and quantitatively.

Based on the principles of TPACK (Technological Pedagogical Content Knowledge) [2], we provide the students with guided, experiential learning, in which the goal is to learn and deepen a physical concept (e.g. velocity) while working in groups on classroom measurements. The work is guided by the teacher, supported by worksheets, containing tasks and questions that guide the students step by step along the logical path, ensuring that they acquire the necessary knowledge during their active involvement. Arduino as a digital device only serves as a tool in the process.

The guided learning involves conducting measurements, analysing data, and solving graph-interpretation tasks. We relied on DIKOLAN framework [3] during the formulation of the exercises.

Colleagues participating in the workshop can get acquainted with the methodological foundations and frameworks of the designed action-oriented activities, and carry out the measurement designed for students: they can investigate the motion of Thomas, the toy tank engine, using an ultrasonic wave sensor.

The teaching material and worksheets to be presented were tested among 7th graders. The competency-developing learning process that encourages active work contributes appropriately to the development of students' physics knowledge, and due to its motivating effect, it also increases the attitude towards physics [1].

References:
1. Schnider, D. & Hömöstrei, M. (2024). Arduino-supported kinematics measurements. Physics Education. 59(5).
2. Kurt, S. (2018). TPACK: Technological Pedagogical Content Knowledge Framework. Educational Technology.
3. © 2020 Workgroup Digital Core Competencies. http://dikolan.de/

Speakers: Dorottya Schnider (Eötvös Loránd University, Fazekas Mihály Primary School and Secondary School in Budapest), Mihály Hömöstrei (Eötvös Loránd University, Deutsche Schule Budapest)

12:30 → 14:00 Lunch

14:00 → 15:40 Oral Presentations

Convener: Dr Beata Dr. Jarosievitz (Budapest XIV. Kerületi Teleki Blanka Gimnázium)

14:00 Beyond the Classroom: Enhancing Physics Education Through Multimedia and Collaborative Learning

In the context of non-formal education, multimedia and collaborative learning approaches offer dynamic and accessible ways to teach physics, especially to learners outside traditional classroom settings. Non-formal education, — flexible, and learner-centred — provides an ideal environment to implement these strategies, fostering curiosity, engagement, and hands-on exploration of scientific concepts.
Multimedia learning utilizes digital resources such as videos, animations, simulations, and virtual laboratories to present physics content through multiple sensory channels. These tools are especially valuable in non-formal settings, where learners may come with varied backgrounds and learning preferences.
Collaborative learning complements this by emphasizing social interaction, group problem-solving, and peer-to-peer teaching. In non-formal environments — such as science clubs, after-school programs, or community workshops — collaborative tasks encourage learners to work together, discuss their observations, and build knowledge collectively. Activities such as group experiments, physics games, or community science projects allow participants to take ownership of their learning, while also developing communication, teamwork, and critical thinking skills.
The combination of multimedia tools and collaborative methods creates an inclusive and motivating learning experience. Learners can explore concepts at their own pace using multimedia resources, then apply and deepen their understanding through shared tasks and dialogue. This approach is especially effective in engaging learners who may have struggled in traditional academic settings or have limited access to formal science education.
Furthermore, these methods support the development of key 21st-century competencies —including creativity, digital literacy, and problem-solving — that are essential for lifelong learning. Research and practice show that integrating multimedia and collaboration enhances not only content understanding but also learner confidence and autonomy. In non-formal education, where the emphasis is often on participation, exploration, and real-world relevance, these benefits are particularly valuable.
In conclusion, I will show to the audience in this oral presentation that multimedia and collaborative learning are highly adaptable and impactful tools for physics education in non-formal contexts. They help demystify complex concepts, promote active engagement, and empower learners through flexible and inclusive learning experiences. Educators and program facilitators are encouraged to adopt these approaches to create meaningful, accessible, and inspiring science learning opportunities beyond the traditional classroom

Speaker: Dr Beata Dr. Jarosievitz (Budapest XIV. Kerületi Teleki Blanka Gimnázium)

mptl Jarosievitz_2025final.pdf

14:20 Practical Work vs. Animation-Based Learning: Pupils’ Interest and Understanding

Both practical lab work and the use of animations are considered effective ways to actively engage pupils in physics lessons. Many studies focus on identifying and describing the benefits of these methods in comparison with traditional instruction. The aim of this contribution is to directly compare these two approaches in terms of their impact on pupils’ interest and conceptual understanding.

For the purpose of this study, we developed a teaching sequence focused on a conceptually rich and simultaneously challenging area of physics – thermal conductivity. The sequence was designed for lower-secondary education and structured as a 45-minute small-group activity for half of a class (i.e., around 15 pupils), supervised by a lecturer or teacher. To compare the two instructional approaches, we created two versions of the sequence, each with analogously structured worksheets.

The first version was adapted for practical work with infrared thermal cameras, where each pupil group worked with its own camera and a set of simple equipment to conduct experiments and take measurements. The second version employed an animation-based learning approach, where each group used a school tablet or their own smartphones to manipulate four animations, specifically created for this research using the Energy2D modelling tool.

The study was conducted with more than 200 eighth-grade Czech pupils (aged 14–15) from four different elementary schools. These pupils completed questionnaires at three different time points: (1) Pre-test: Before the activity, they answered four conceptual questions taken from the Thermal Concept Evaluation tool. (2) Immediate post-activity assessment: Directly after the activity, they assessed their situational interest using selected items from the Intrinsic Motivation Inventory. (3) Post-test: Three to four weeks later, pupils answered the same conceptual questions as in the pre-test.

Initial results indicate that pupils’ situational interest was significantly higher for practical work with thermal imaging cameras (t(244)=7.10, p<0.001, d=0.905). Conceptual understanding improved significantly in both instructional approaches (d=0.640 for thermal cameras and d=0.755 for animations). The difference in conceptual gains among the two approaches was minor, and if any difference existed, it slightly favoured the animation-based learning approach. In this contribution, we will present the developed teaching materials along with more detailed results.

Speaker: Petr Kácovský (Charles University)

Kacovsky_Practical Work vs. Animation-Based Learning.pdf

14:40 Visualizing Invisible Charges: A Smartphone-Connected Sensor for Electrostatics Education

In teaching electrostatics, I often observe that classic electroscope experiments evoke a sense of “magic” among students. The movement of the pointer caused by an invisible electric charge can be fascinating, but it is often difficult for learners to interpret. Traditional electroscopes can detect the presence of nearby charged objects but do not indicate the polarity of the charge, and the amount of charge can only be inferred in a very limited way. Furthermore, commercially available demonstration models tend to be quite expensive.
Previously, I came across teacher-developed electronic tools that were capable of detecting charge polarity. These devices made it possible to clearly demonstrate, for example, the charge differences between a PVC rod and fur or a glass rod and leather. However, such instruments have limitations: they cannot quantify the amount of charge brought near them, nor do they detect whether the test object is in a neutral state.
Inspired by early literature, including a publication from 1974, I developed a new measuring device that combines both polarity and magnitude sensitivity, while being inexpensive and easy to build. The improved sensor is based on modern electronic principles and can be connected to a smartphone, using its display to visually present the detected charge. Colored circles (red or green) appear on the screen, whose size simultaneously represents the polarity and the magnitude of the charge. By measuring the electric flux generated by the charged object, the device can determine not only the polarity and magnitude of the charge, but also the distance between the object and the sensor.
In my presentation, I will demonstrate classroom experiments performed with this device, such as detecting charge differences resulting from rubbing various materials (PVC, glass), illustrating the phenomenon of electrostatic induction, and observing time-dependent charge variation caused by the photoelectric effect on a negatively charged aluminum soda can. The key advantage of this device lies in its ability to provide real-time feedback on charge behavior, enabling the visualization of charge-versus-time functions on screen.
Keywords:
Electrostatics, Physics education, Charge polarity detection, Capacitive sensor, Smartphone interface, Real-time visualization, DIY science tools

Speaker: Ms Fanni Vitkóczi

Real-time Charge Detector.pdf

15:00 Examining the Effectiveness of Gamification in Learning Processes from Elementary School to Higher Education

As we all know, the current generation of students thinks and learns differently compared to previous generations. The competencies required in the workforce have also evolved significantly. Therefore, it is crucial to adopt new educational strategies that create a motivating environment and facilitate effective learning. Gamification offers a promising approach to achieve these goals.
Gamification has gained increasing popularity in education over the past decades. Defined as the use of game elements in non-game contexts, it has demonstrated its potential as an effective approach to enhance student engagement and improve cognitive, affective, and behavioral learning outcomes. The method has been extended to various subjects and educational levels. Gamified learning environments offer the opportunity to use a variety of multimedia and digital tools. Various digital learning environments have been applied to gamify educational content, such as platforms like Moodle, ClassDojo, and Kahoot. Additionally, simulations and sensors are utilized to enhance the learning process within gamified contexts.
However, studies on gamification in education are often conducted independently, highlighting the need for a comprehensive and systematic investigation to understand its effective implementation and impact. This presentation aims to provide an overview based on a systematic literature review of gamification in K-12 education, synthesizing current research findings and addressing the common misconception that gamification is simply equivalent to using games in the classroom. Our research group is actively involved in exploring these aspects to contribute to a deeper understanding and effective application of gamification in education, including quantitative studies to obtain empirical results. We introduce methodologically structured tools, discussed by experts, into classroom settings from elementary school to higher education. We examine their effectiveness and adjust the processes based on feedback to achieve the best possible results. In my presentation, I will share the methods tried in elementary schools and the initial experiences with the audience.

Speaker: Katalin Antalne Csorba

MPTLantalne.pdf

15:20 Barriers to the Integration of Mobile Devices in Physics Education: Insights from Czech Upper-Secondary Teachers

The integration of mobile technologies into physics education offers opportunities to enhance student engagement, support inquiry-based learning, and foster digital competences. Yet teachers often face systemic and pedagogical barriers that limit meaningful use. These include not only technical issues but also persistent second-order challenges such as teacher beliefs, confidence, and resistance to change. This contribution presents a national study designed to identify key barriers Czech physics teachers face when using mobile devices, and to explore how these technologies are already applied in classroom practice. The study links a theoretically grounded approach with the Czech context and aims to inform both research and practice. The findings will support the development of physics activities that build students’ digital competences in line with the TPACK model, the DiKOLAN and DigComp frameworks, and inspired by Kuhn’s and Vogt’s work on using smartphones to measure physical quantities in school experiments. These activities will also reflect creative ideas and examples shared by Czech teachers through the questionnaire.

The study has two main objectives:

1. to identify barriers physics teachers face in integrating mobile technologies and
2. to examine how and for what purposes these teachers currently use mobile devices in physics instruction.

To address these objectives, data will be collected through a structured questionnaire developed for this study. Currently in its pilot phase, the instrument includes items targeting barriers using a combination of Likert-scale and open-ended questions, conceptually based on the Technology Acceptance Model, the Mobile Learning Readiness Scale, and the first- and second-order barrier typology originally proposed by Peggy A. Ertmer. Items cover institutional conditions (infrastructure, school policies, support), personal factors (confidence, digital literacy, attitudes), and classroom-level concerns (management, distraction, perceived usefulness). Mobile devices are defined here as smartphones and tablets. The questionnaire distinguishes between school-owned and student-owned devices, as this is expected to influence both perceived barriers and usage patterns. Its second section addresses the study’s second main objective and includes closed and open-ended questions on how Czech physics teachers use mobile devices in instruction.

The target group consists of Czech upper-secondary school physics teachers, though other K-12 teachers may be included to capture a broader range of teaching practices. We plan to contact 2,000–2,500 respondents from our internal database of Czech physics teachers. Based on prior experience, we expect a response rate of approx. 10%. Data collection is planned for May and June 2025. By the time of the MPTL conference, initial findings will be presented visually, together with discussion of their implications in light of relevant international research.

Speaker: Jaroslav Nauš

Naus_MPTL_presentation.pdf

14:00 → 15:30 Workshops

14:00 Using AI for Assessment and Feedback in Physics Labs

Artificial intelligence is transforming the landscape of education, offering new ways to enhance learning experiences and personalize feedback. This interactive workshop explores how AI can support multimedia-based assessment and feedback in physics education, focusing on its application in laboratory settings. Specifically, we will demonstrate how Large Language Models (LLMs), such as OpenAI’s GPT-4, can function as AI lab assistants to support student learning and engagement.

Participants will engage in a hands-on session where they will conduct a short physics lab experiment and interact with an AI-based assistant designed for physics laboratories. The AI assistant, developed at Portland State University, provides real-time support by verifying answers, guiding students toward correct solutions, and offering theoretical explanations. The workshop will offer insights into both the front end and back end of the AI assistant, illustrating how interactions are recorded, analyzed, and used for improving AI-driven feedback.

We will discuss findings from recent research on the integration of LLMs in physics education, focusing on students’ perspectives and expert assessments of AI-generated responses. Our study revealed that while LLMs can be beneficial for answer verification and conceptual guidance, they also pose challenges, such as the potential for incorrect or misleading feedback. Participants will explore these benefits and challenges firsthand, gaining practical experience in working with AI-assisted physics labs.

Through interactive demonstrations and discussions, attendees will develop an understanding of how AI can enhance multimedia-based assessment and feedback in physics education. By the end of the session, participants will be equipped with the knowledge and experience necessary to evaluate and potentially implement AI-based assistants in their own educational settings. This workshop is ideal for educators and researchers interested in leveraging AI to improve student engagement and learning outcomes in physics laboratories.

Speaker: Marina Babayeva

Babayeva_MPTL_2025.pdf

15:30 → 16:45 Coffee Break

15:40 → 16:10 Ceremonies & Social Program: Closing ceremony

Convener: Mihály Hömöstrei