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  Feature Name: Video Analysis Tools
Author: Tamar, Yaakov, Yael, Suki

Category: Visualization Tools (pre-designed): Visual Explanations (2D+3D)

Subject: Physical sciences

Kind: NA

 Elementary School
 Middle School
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 Higher Education
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Software URL: WISE: Airbags, Too Fast? Too Furious?

Created by: Kevin McElhaney

Reference URL

This Feature is connected to (3) Principles
  • Provide dynamic visual aids for the perception of 3D phenomena
  • Scaffold the process of generating explanations
  • Reduce visual complexity to help learners recognize salient information
    Feature in Visual Map
    In an inquiry based investigation of the physics and safety of airbag deployment in a head-on collision, video clips of crash tests give students live video data on what happens to the car, the passenger dummy, and the airbag during test collisions. This feature gives students the freedom of viewing a fast process with pause and replay capabilities to investigate the process visually. Students can use the Seek button to slide to any frame in the movie they wish to examine more closely. Students are given tasks of analysis within a single video such as estimating the time taken for an airbag to deploy, identifying the order of events that occur during a collision, or determining what factors may contribute to increased risk of injury. Students are also given comparative tasks across videos such as watching the same video at two separate points in the exercise with instructions to focus on differing elements. An example of such coaching would be “Does the airbag begin to inflate exactly when the car touches the barrier? Why do you think this is?”
    The Rationale Behind the Feature (Specific Design Principle):
    This feature allows the opportunity for rigorous visual analysis of a physical phenomenon, both within a particular video and across videos. By doing so, the feature develops students’ skills as expert observers, enabling them to appreciate the richness of the data. The coached tasks are a scaffold for the development of student analysis skills.
    Context of Use:
    This feature is part of a TELS project called Airbags: Too Fast, Too Furious? (#16965)
    Field-based Evidence:
    Embedded assessments within the project indicate that video analysis helps make the project context more accessible. Most students were able to correctly determine the order of events that occur very quickly in real time, such as initial impact of the car, deployment of the airbag, and the onset of motion of the dummy relative to the airbag. Many students also identify from the video the importance of sitting far away from the steering wheel. Classroom observations reveal that most students take full advantage of the video controls, especially frame-by-frame viewing of the videos.
    Schwan, S. & Riempp, R. (2004). The cognitive benefits of interactive videos: learning to tie nautical knots. Learning and Instruction: 14 (3), 293-305.

    Image:(Click to enlarge)