How Multiple Representations Using a Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

To overcome this prob-lem in teaching rectilinear motion, we implemented multiple representations using a cyber–physical system that enables interaction between a physical model and the real world. We did so by using a microcomputer system housed inside a ball, including motion and force sensors.

This system communicated with the teacher’s laptop in order to display the corresponding data via a projector. The study was conducted with 49 tenth-grade students across five sessions on rectilinear motion. Using a pre- and post-test, we observed that the experimental group performed signifi-cantly better than the control group, both in terms of learning as well as in the development of cre-ativity (fluency and flexibility).