Teaching thermodynamics with augmented interaction and learning analytics

Learning thermodynamics concepts remains challenging to students through grades K-12. In this study, we presented a design-based research program that aims to design and examine an innovative application, Infrared Explorer, that organically integrates physical experiments with a virtual environment. Relying on the theory of concreteness fading, we use infrared imaging and multimodal analytics to augment students' interaction with physical materials. Through two iterations of design and testing, we analyzed a variety of data sources and found that students actively used the application during their physical experimentation process. This technological application can allow students to highlight salient information and remove confusing details such that students’ conceptual understanding of thermal concepts can develop further. Through this iterative development process, we also synthesized factors (e.g., multitasking and cognitive load) to consider when designing and implementing technologies to blend physical and virtual environments supporting learning. This research showed the promise of using concreteness fading to design science learning experiences through innovative technologies and identified important factors to consider during the design and implementation phases. •Using concreteness fading to integrate different learning modes to augment students' interaction with physical materials.•Taking advantage of infrared imaging and analytics to engage students and foster their learning of thermodynamics.•Through an iterative design and testing, synthesizing design factors when blending physical and virtual learning.