Enhancing Physics Education with Collaborative Learning through Computerised Experiments

It is evident from the reality that society's survival and progress rely on cooperation. When communities work together to tackle common tasks, they unlock the power to solve problems that would be impossible for individuals alone. In this context, the abilities and contributions of each member become crucial for achieving success. Thus, fostering the capacity for Collaborative Learning (CL) has become an essential skill for every individual in the modern era [1]. Consequently, the development of CL skills among students has become a prevalent educational trend worldwide. This study presents the following research findings: the implementation of a teaching approach that incorporates both real and computerised experiments to facilitate CL among students; the design and utilisation of experiments in the ‘Electromagnetic Induction’ lesson and the extracurricular lesson ‘Designing a Simple Generator - Applying the Phenomenon of Electromagnetic Induction’ in 11th-grade Physics classes, aimed at creating an environment for CL; and the demonstration of how experiments can be employed to enhance students' CL abilities through the ‘Magnetic Induction’ lesson at Thuan Hoa High School, Hue City, Vietnam. Additionally, we conducted pedagogical experiments during the 2022–2023 academic year to assess the effectiveness of the proposed approach in enhancing students' CL capabilities. Based on the CC of CL competence and the CL competence assessment table developed, each evaluation criterion is divided into 4 levels including Level 1 (low level); Level 2 (intermediate level); Level 3 (decent level); Level 4 (advanced level), we do pedagogical experiments to assess the development of CL competence of students in lessons. The results of the assessment of CL competence after applying the teaching process using experiments in the lessons in the chapter ‘Electromagnetic Induction’ (Physics 11) showed that the number of students who scored CL competence at level 3 and level 4 in the later stage (phase 2) are more than in the first stage (phase 1) in the experimental process pedagogy. This has confirmed the feasibility of using experiments in teaching Physics to develop CL for students, thereby improving the effectiveness of teaching Physics in high schools. CCS CONCEPTS • • Applied computing • Education • Distance learning