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Providing students with opportunities to develop models in the introductory physics lab is made difficult by the dearth of physical phenomena that are both accessible to students at the introductory level and aren’t easily found with a Google search. In response to this difficulty, we have developed a set of laboratory activities that leverage the unique affordances of virtual reality to provide a learning opportunity in which introductory physics students engage in the authentic practice of physics model development for a novel phenomenon. We present preliminary evidence of expert-like modeling behaviors, both in the context of hypothesis generation and in the context of modeling a measurement tool, as well as suggestions how virtual reality labs can be engineered to target other laboratory learning outcomes. Further, we discuss difficulties associated with this approach to curriculum design and ways they might be mitigated.

Leveraging virtual reality for student development of force models in the introductory lab