smart Research

Online learning that actually works.

The smartPhysics approach is grounded in physics education and cognitive psychology research. The system was developed for over 10 years at the University of Illinois Urbana-Champaign, and has been tested by thousands of student users and instructors at dozens of institutions.

What's more, smartPhysics works. Published research (supported by a grant from the NSF) demonstrates that students learn more when using smartPhysics and have a more positive outlook on Physics and the lecture.

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SmartPhysics-specific Research

• Stelzer, T., Gladding, G., Mestre, J.P., Brookes, D.T. (2009). Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content. American Journal of Physics, 77(2), 184-190.
• Stelzer, T., Brookes, D.T., Gladding, G., Mestre, J.P. (2010). Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics, 77(7), 755-759.
• Chen, Z., Stelzer, T., Gladding, G. (2010). Using multimedia modules to better prepare students for introductory physics lectures. Physics Review Special Topics – Physics Education Research, 6, 010108, 1-5.
• Sadaghiani, Homeyra R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Physics Review Special Topics – Physics Education Research, 7, 010102, 1-7.

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External Research

The authors digested and incorporated research from hundreds of articles and studies—from researchers in the areas of physics and science education and cognitive psychology. We are sure you'll enjoy many of these articles and books—if you haven't already read them!

• P. Black and D. Wiliam, "Assessment and Classroom Learning", Assess. in Ed., March, p7-74 (1998). C. Crouch and E. Mazur, "Peer Instruction: Ten Years of Experience and Results," Am. J. Phys. 69, 970-977 (2001).
• R. Hake, "Interactive-engagement versus traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64–74 (1998).
• R. Sokoloff and R. K. Thornton, "Using interactive lecture demonstrations to create an active learning environment," Phys. Teach. 35, 340–347 (1997).
• R. E. Mayer, Multimedia Learning (Cambridge U.P., Cambridge, 2001).
• R.E. Mayer, The Cambridge Handbook of Multimedia Learning (Cambridge U.P., Cambridge 2005).
• E. Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, NJ, 1996)
• M. Novak, E. T. Patterson, A. D. Gavrin, and W. Christian, Just-In-Time-Teaching (Prentice Hall, Upper Saddle River, NJ, 1999).
• B. D. Smith and D. C. Jacobs, "TextRev: A window into how general and organic chemistry students use textbook resources," J. Chem. Educ. Res. 80, 99–102 (2003)
• N. S. Podolefsky and N. D. Finkelstein, "The perceived value of textbooks: Students and instructors may not see eye to eye," Phys. Teach. 44, 338–342 (2006).
• C. Clark, F. Nguyen, and J. Sweller, Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load (Pfeiffer, San Francisco, 2006)
• Sweller, P. Chandler, P. Tierney, and M. Cooper, "Cognitive load and selective attention as factors in the structuring of technical material," J. Exp. Psychol. Gen. 119, 176–192 (1990)