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Concept Acquisition on Projectile Motion Through Utilizing a Physics Classroom Simulator

E-jay Oftana
Psychology and Education: A Multidisciplinary Journal · 2026-05-18 · DOI 10.70838/pemj.560805
Token #7909
✓ Verified on SciChain. The record below hashes to exactly the content hash stored on chain for token #7909.
Token#7909 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0x9879cfc2d9a3c5f9c21c7747254226f70e3eb4253ea6b24bbd21bc764d26d841 · block 12111157
Minted2026-10-02 13:05 UTC
Hash on chain0xe3c5373e23f1c868dc95c2265cf0a795d2e60b76bffa6acb928f96d5e507e0be
SHA-256 of the record0xe3c5373e23f1c868dc95c2265cf0a795d2e60b76bffa6acb928f96d5e507e0be
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
E-jay Oftana 0x5Baf8B39…d1E2bD 900,000 900,000

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"This quasi-experimental study examined the effectiveness of the Physics Classroom Projectile Motion Simulator in enhancing Grade 12 STEM students’ understanding of projectile motion. Two intact classes participated: the experimental group (Section 12D) received simulation-based instruction, while the control group (Section 12C) received traditional instruction. The analysis used descriptive statistics to summarize pretest and posttest scores, paired samples t-tests to assess within-group improvements, and independent samples t-tests to compare between groups. Cohen’s d measured the magnitude of learning gains. Both groups showed significant improvement (p < .001), but the experimental group achieved higher posttest scores (M = 6.51, SD = 0.89) and greater mean gains (M = 3.09) than the control group (M = 4.99, gain = 1.17). A large effect size (d = 3.03) in the experimental group indicated substantial learning gains from simulation-based instruction. The findings affirm the value of integrating interactive simulations into physics instruction to bridge conceptual gaps and enhance student engagement. This study recommends simulation-based learning as a powerful supplement to traditional methods in teaching complex topics, such as projectile motion.","abstract_source":"original","authors":["E-jay Oftana"],"date":"2026-05-18","doi":"10.70838/pemj.560805","id":7909,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"63066508bdd81dec1f5cef3d6be03b678f233d80433ca23b9ed9060503dcff8a","schema":"scimatic-article/1","title":"Concept Acquisition on Projectile Motion Through Utilizing a Physics Classroom Simulator","volume":56}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/7909.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(7909)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001ee5"},"latest"]}'

The two must be equal (the second with a 0x in front).