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Table 6 Test questions and notes on the testers’ goals on the Wacom gesture-based test

From: Embodied science and mixed reality: How gesture and motion capture affect physics education

Question   Notes
1 Imagine your fingertip is a charge that is free to move. Starting at the marker, simulate the movement of the charge as it moves to the top right with CONSTANT velocity. Do they understand that the finger needs to move at a steady rate across the screen, i.e. “constant.”
2 Imagine your fingertip is a charge that is free to move. Starting at the marker, simulate the movement of the charge as it moves to the bottom right with CONSTANT velocity. Give them practice in the opposite direction.
3 Imagine your fingertip is a NEGATIVE charge that is free to move. Starting at the marker, simulate the movement of the charge as it is positively accelerating to the top right corner. Do they understand what it means to positively accelerate, i.e. move the finger faster towards the end of the swipe.
4 Imagine your fingertip is a NEGATIVE charge that is free to move. Starting at the marker, simulate the movement of the charge as it is negatively accelerating to the bottom left corner – that is the charge is slowing down. Explicitly avoided testing simple vocabulary, thus we spell out “slow down;” will the finger mover slower at the end of the swipe?
5 Imagine your fingertip is a negative charge that is free to move. Starting at the marker, simulate how the charge will move in this scenario. A positive red charge has been placed 4 units to the left of the start point. User should move towards the opposite ion showing positive acceleration towards the end.
6 Imagine your fingertip is a negative charge that is free to move. Starting at the marker, simulate the how the charge will move in this scenario. A negative blue charge has been placed 4 units to the left of the start point. The user should move AWAY from the ion showing negative acceleration towards the end.
7 (and 8 appear on same screen) Draw the force vector for the force being acted upon the red charge. How would the blue electron be affected by the positive ion that is 2 units away? When scored this vector must be comparatively longer than the vector in answer 8.
8 Draw the force vector for the force being acted upon the red charge. Here the electron is 6 units away, so the vector needs to be comparatively shorter than the one in answer 7 to receive full points.