Building virtual worlds for informal science learning (SciCentr and SciFair) in the Active Worlds Educational Universe (AWEDU)

Corbit, Margaret

doi:10.1109/enabl.2000.883699

Cited by 11 publications

(13 citation statements)

References 6 publications

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“…When they score, the numbers on the scoreboard changes; therefore, they impact the environment. In a similar approach, Corbit (2002) utilized such an interactive game in a virtual world designed for teaching about science. Five of the children interviewed in this study were frequently observed playing pushball.…”

Section: Playingmentioning

confidence: 99%

Reconsidering the motivation of learners in educational computer game contexts

Tüzün

Barab

Thomas

2019

Turkish Journal of Education

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The purpose of this study was to identify motivational elements of an online multi-player educational computer game that uses a 3D multiuser environment to immerse children ages 9-12 in educational tasks. The methodological approach design ethnography, a process that involves using ethnographic methods when the researchers are both observers and designers of the context being studied, was employed for researching this game. Interviews were completed with twenty participants playing the educational game and prolonged observations were conducted where participants played the game in a natural setting. The constant comparison method of grounded theory was used for analyzing interview and observation records. The qualitative methods used in this study allowed for additional insights into previous research on motivation. In addition to the 5 constructs identified in previous motivation research on videogames (challenge, curiosity, control, fantasy, and choice), 10 additional motivational elements to play the game emerged from an analysis of interviews with and observations of the 20 children participating in this study. These were identity presentation, social relations, playing, learning, achievement, rewards, immersive context, uniqueness, creativity, and context of support.

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Section: Playingmentioning

confidence: 99%

Reconsidering the motivation of learners in educational computer game contexts

Tüzün

Barab

Thomas

2019

Turkish Journal of Education

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“…Empirical research to date suggests that these computationally-rich educational tools have the power to be extremely effective for STEM education by accomplishing the following: improving scientific understanding (Friedman & diSessa, 1999); implementing constructivist and inquiry-based pedagogies (Barab et al, 2000); designing "authentic" opportunities for learning where students "do" science (Rosenbaum, Klopfer, & Perry, 2007); engaging young girls with scientific activities to the degree that their enthusiasm surpasses that of their male peers (Ketelhut, 2007); motivating heretofore unmotivated students (Dede, Ketelhut, & Reuss, 2004); improving scores on standardized tests (Weaver, 2000); and increasing the frequency of scientific behaviors in students (Ketelhut, 2007). Virtual world programming in particular has been shown to have a positive impact on minority and underserved students' attitudes toward science (Corbit & Norton, 2007) and has proved an effective program for accommodating cultural expression (Corbit et al, 2006). Female, as often as male teens recommend using the medium for learning (Norton et al, 2008).…”

Section: The Scifair Modelmentioning

confidence: 99%

Museum Discovery Institute: Girls Designing in Cyberspace

Kolodziej

Corbit²,

Wofford

2013

JVWR

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In 2007, Cornell University piloted the Museum Discovery Institute (MDI), adding a new dimension to its commitment to educational outreach. The pilot program was aligned with the Girl Scouts' National GirLink Initiative and its Museum Discovery badge requirements, in response to the organization's initiative focused on girls and technology. Students visited bricks and mortar museums on Cornell University's campus and designed and created their own 3D virtual exhibits in response to their learning experience during the museum visits. In this case study, we will describe and contextualize the framework of the educational experiences integrated into the Museum Discovery Institute as a reference resource for museum education professionals and classroom educators.

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“…Each virtual world has its own visual theme, mechanisms, and intra-world activity groups. A common practice in most MUVEs is collaborative activities (Annetta & Park, 2006;Bruckman, 1996;Bruckman, 2000;Clarke, Dede, Ketelhut, & Nelson, 2006;Corbit, 2002;Dickey, 2000;Dickey, 2003;Nelson et al, 2005). In some studies, virtual environments defined as Collaborative Virtual Environments (CVEs) in which users can share virtual objects, communicate and work together through 3D spaces (Chellali, Milleville-Pennel, & Dumas, 2013;Poppe et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effects of 3D Multi-User Virtual Environments on Collaborative Learning and Social Presence

Tüzün

Bilgiç

Elçi

2019

iejee

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Three-dimensional Multi-User Virtual Environments (MUVEs) are being increasingly used in many areas, and they are becoming more and more integrated with learning and teaching. MUVEs can be used in learning and teaching to facilitate student learning and collaboration. This study identified the effects of MUVEs on collaborative learning and social presence and investigated whether these effects varied by gender. The participants were sophomore students attending a programming language course. They used a MUVE for their group meetings as part of their collaborative work. They also held voice communication. A four-section questionnaire was administered to the students who attended the meetings, in which the researchers served as facilitators. Interviews were held with randomly selected students. In addition, the group project meetings were tape-recorded, and field notes were taken for each meeting. The results showed that the MUVE enabled the group members to exchange ideas in an authentic environment, and that the file-sharing platform used as a complement to the MUVE reinforced collaborative learning. As long as technical problems are prevented, effective collaborative learning can be achieved in these environments.

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Building virtual worlds for informal science learning (SciCentr and SciFair) in the Active Worlds Educational Universe (AWEDU)

Cited by 11 publications

References 6 publications

Reconsidering the motivation of learners in educational computer game contexts

Reconsidering the motivation of learners in educational computer game contexts

Museum Discovery Institute: Girls Designing in Cyberspace

The Effects of 3D Multi-User Virtual Environments on Collaborative Learning and Social Presence

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