Imagen de Portada

Bridging the Gap Between Virtual and Physical Laboratories: A Web-Based Interactive Platform for Undergraduate Physics Practicals

Fuente: arXiv

Guardado en:

Detalles Bibliográficos
Autores principales:	Halder, Ashadul, Banerjee, Shibaji
Formato:	Preprint
Publicado:	2025
Materias:	Physics Education Computational Physics
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Integrating Artificial Neural Networks into Undergraduate Physics Laboratory: A Compound Pendulum Case Study
por: Mohanty, Saralasrita, et al.
Publicado: (2025)

Assessing Students' Understanding of Uncertainty in Undergraduate Physics Laboratory Courses at a Major Canadian University
por: Pessôa, Matheus A. S., et al.
Publicado: (2024)

Evaluation of a Virtual Laboratory Platform in General Education on Quantum Information Science
por: Song, Hongbin
Publicado: (2025)

Teaching Problem Solving in Undergraduate Physics Courses: An Endorsement for Deliberate Practice
por: Miller, Kelly, et al.
Publicado: (2025)

Analyzing Undergraduate Problem-Solving in Physics Through Interaction With an AI Chatbot
por: Hashmi, Syed Furqan Abbas, et al.
Publicado: (2025)

A Versatile Hong-Ou-Mandel Interference Experiment in Optical Fiber for the Undergraduate Laboratory
por: Bjurlin, Cyrus, et al.
Publicado: (2024)

Compact objects and dark matter dynamics in astroparticle physics
por: Halder, Ashadul
Publicado: (2024)

Interactive Visualization of Diode Physics: Bridging the Fidelity‐Accessibility Gap in Web‐Based Engineering Education
por: Ali Akyüz, et al.
Publicado: (2026)

Smartphone-Based Undergraduate Physics Labs: A Comprehensive Review of Innovation, Accessibility, and Pedagogical Impact
por: Zhao, Yiping
Publicado: (2025)

A Graph-Based Laser Path Solver Algorithm for Virtual Reality Laboratory Simulations
por: Müller, Andreas, et al.
Publicado: (2025)

Statistical Analysis on Scale and Regional Distribution of Undergraduate Physics Programs in Korean Universities
por: Gim, Gahyoun, et al.
Publicado: (2024)

The CUBE Virtual Reality Immersion
por: Estridge, Laura, et al.
Publicado: (2025)

Effective Note-taking and its Impact on Learning Undergraduate Introductory Physics Courses
por: Adhikari, Chandra M.
Publicado: (2025)

Understanding the Experiences of Neurodivergent Undergraduate Physicists Through Critical Disability Physics Identity
por: McDermott, Liam G., et al.
Publicado: (2023)

Perspectives from Physics Graduate Students on Their Experiences in NSF Research Experiences for Undergraduates
por: Plueger, Jonan-Rohi S., et al.
Publicado: (2024)

From Canonical to Complex: Benchmarking LLM Capabilities in Undergraduate Thermodynamics
por: Geißler, Anna, et al.
Publicado: (2025)

Solving Linear Systems of Equations with the Quantum HHL Algorithm: A Tutorial on the Physical and Mathematical Foundations for Undergraduate Students
por: Galvão, Lucas Q., et al.
Publicado: (2025)

How Physics Students Develop Disciplinary Computational Literacy
por: Odden, Tor Ole B., et al.
Publicado: (2024)

AI and the Research-Education Environment of Physics
por: Thais, Savannah, et al.
Publicado: (2026)

Cognitive Load and Situational Interest in Physics Laboratories: A Comparative Study Across Three Instructional Modalities
por: Hamed, Razan, et al.
Publicado: (2026)

VirtualRelativity: An Interactive Simulation of the Special Theory of Relativity in Virtual Reality
por: Boffi, Alberto, et al.
Publicado: (2024)

Exploring Subfield Interest Development in Undergraduate Physics Students through Social Cognitive Career Theory
por: Alaee, Dina Zohrabi, et al.
Publicado: (2024)

Ultralight Dark Matter: Undergraduate Physics in Modern Cosmology
por: Wiser, Timothy D.
Publicado: (2026)

Data Science Education in Undergraduate Physics: Lessons Learned from a Community of Practice
por: Shah, Karan, et al.
Publicado: (2024)

Mapping the AI Divide in Undergraduate Education: Community Detection in Disciplinary Networks and Survey Evidence
por: Zhang, Liwen, et al.
Publicado: (2025)

Students' Experience of Cultural Differences Between Mathematics and Physics
por: Rabin, Jeffrey M., et al.
Publicado: (2024)

Physics Education under the Application of Artificial Intelligence: Bibliometric Analysis Based on Web of Science Core Library (2021-2025)
por: Liang, Chengtian, et al.
Publicado: (2026)

Bridging the Digital Divide: Small Language Models as a Pathway for Physics and Photonics Education in Underdeveloped Regions
por: Ghorbani, Asghar, et al.
Publicado: (2025)

Building Bridges: AI Custom Chatbots as Mediators between Mathematics and Physics
por: Lademann, Julia, et al.
Publicado: (2024)

Co-Authoring with AI: How I Wrote a Physics Paper About AI, Using AI
por: Zhou, Yi
Publicado: (2026)

Leveraging AI for Rapid Generation of Physics Simulations in Education: Building Your Own Virtual Lab
por: Ben-Zion, Yossi, et al.
Publicado: (2024)

A Personalised Learning Tool for Physics Undergraduate Students Built On a Large Language Model for Symbolic Regression
por: Zhu, Yufan, et al.
Publicado: (2024)

Challenging Data Aggregation Practices: A MAIHDA Study of Asian Student Outcomes in Introductory Physics
por: Le, Vy, et al.
Publicado: (2025)

Physics Playground: Insights from a Qualitative-Quantitative Study about VR-Based Learning
por: Battipede, Elena, et al.
Publicado: (2024)

Teaching Quantum Formalism and Postulates to First-Year Undergraduates
por: Levy, Jeremy, et al.
Publicado: (2024)

Experimental Physics Laboratory 2: Calculating the Value of Water Density using Metal Rod and Water Container
por: Santos-Pereira, Osvaldo L.
Publicado: (2025)

PULSE-A Mission Overview: Optical Communications for Undergraduate Students
por: Hanssler, Logan, et al.
Publicado: (2025)

The Design and Implementation of a Quantum Information Science Undergraduate Program
por: Blanchette, Sarah, et al.
Publicado: (2024)

A Container‐Based, Web‐Accessible Experimental Platform for Remote FPGA Laboratories With Transparent Hardware Allocation
por: Qiuming Luo, et al.
Publicado: (2026)

Astronomy Identity Framework for Undergraduate Students and Researchers
por: Richards, Zachary, et al.
Publicado: (2024)