Resources

Author(s): Dazhen Tong, Bangjian Jin, Yang Tao, Hongmei Ren, A. Y. M. Atiquil Islam, and Lei Bao Both human-human and human-AI collaboration significantly improved problem solving, but human-human collaboration showed a larger effect. [Phys. Rev. Phys. Educ. Res. 21, 010149] Published Thu May 08, 2025

Author(s): Julia Lademann, Jannik Henze, and Sebastian Becker-Genschow Sixth grade students in a randomized controlled study showed some affective benefits when learning with supplementary material generated by AI chatbots but limited learning performance. [Phys. Rev. Phys. Educ. Res. 21, 010147] Published Wed May 07, 2025

Author(s): Michael E. Robbins, Nathan D. Davis, and Eric W. Burkholder Problems from graduate homework assignments tend not to encourage students to make decisions and thus may not be encouraging the development of problem-solving skill. [Phys. Rev. Phys. Educ. Res. 21, 010148] Published Wed May 07, 2025

Author(s): Alexandr Nikitin, Petr Kácovský, Marie Snětinová, Martin Chvál, Jitka Houfková, and Zdeňka Koupilová A study of three educational activities showed that students saw science shows generated the most interest, but was seen as the least valuable. [Phys. Rev. Phys. Educ. Res. 21, 010146] Published Tue May 06, 2025

Author(s): Smadar Levy, Adi Noga, and Edit Yerushalmi Two case studies explore the orientations of high school teachers which interfered with the implementation of lab activities designed to promote deliberation and student agency. [Phys. Rev. Phys. Educ. Res. 21, 010145] Published Mon May 05, 2025

Author(s): Harish Moni Prakash and Andrew F. Heckler Students with lower response times on physics adjacent math skills items are likely to get better grades when controlling for accuracy on pre or posttest math skills. [Phys. Rev. Phys. Educ. Res. 21, 010144] Published Wed Apr 30, 2025

Author(s): Panagiota Chatzidaki, Urban Eriksson, Sarah Zoechling, Sascha Schmeling, and Tobias Fredlund The article provides evidence-based recommendations in the form of a set of effective design principles that can be used as tools for evaluating and designing digital learning modules. [Phys. Rev. Phys. Educ. Res. 21, 010143] Published Mon Apr 28, 2025