Comparison of virtual reality and hands on activities in science education via functional near infrared spectroscopy

Lamb, Richard; Antonenko, Pavlo D.; Etopio, Elisabeth; Seccia, Amanda

doi:10.1016/j.compedu.2018.05.014

Cited by 89 publications

(64 citation statements)

References 59 publications

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“…We think these findings are notable as some of the first to begin to explore the sophistication of the models that K-12 students generate in both mathematics and science courses. Past research has shown that opportunities to model phenomena with complex, highly-variable data is educationally valuable [48,49]. These findings suggest that when it is possible for students to use more complex models that they are given guidance on considering how complex their model should be.…”

Section: Discussionmentioning

confidence: 98%

“…Finally, we recommend that scholars explore how tools other than simulations might support engaging students in scientific and engineering practices in online classes. To engage students in working with data, how students can use, for example, virtual reality tools to observe phenomena [48,49] How such tools are used to support not only making observations but also as a context to create and to even model data, may support students' ability to think of and with data.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

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An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

Rosenberg

Lawson

2019

Education Sciences

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Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students’ use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students’ conceptual understanding across the three lessons, students’ perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.

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Section: Discussionmentioning

confidence: 98%

Section: Recommendations For Future Researchmentioning

confidence: 99%

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

Rosenberg

Lawson

2019

Education Sciences

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“…For instance, both Liou and Chang (2018) and Maresky et al (2019) found that anatomical learning facilitated by complex 3D visualisations of the human body were more conducive to learning in I-VR compared to traditional learning or independent study. Similarly Lamb et al (2018) used a virtual environment that allowed for the manipulation and movement of strands of DNA, which produced better learning outcomes in content tests than a lecture or a serious educational game. Greater attention and engagement with the I-VR environment as measured with infrared spectroscopy was one of the possible explanations given for the effectiveness of the technology.…”

Section: Science Based Cognitive Studiesmentioning

confidence: 99%

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

et al. 2020

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The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using headmounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI

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“…Focusing on sustainability concepts, the use of SGs can deliver a major increase of interest in training, project understanding and evaluation amongst users. The advantages of SGs come from the fact that they receive gameplay characteristics from common entertainment games and focus on learning or training, with concepts of applying theoretical instructions in real-life environments (Wattanasoontorn et al, 2013;Lamb et al, 2018a;Botella et al, 2011). SD games are the main focus of this study.…”

Section: Introductionmentioning

confidence: 99%

Facilitating sustainability transition through serious games: A systematic literature review

Stanitsas

Kirytopoulos

Vareilles

2019

Journal of Cleaner Production

140

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Comparison of virtual reality and hands on activities in science education via functional near infrared spectroscopy

Cited by 89 publications

References 59 publications

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

Facilitating sustainability transition through serious games: A systematic literature review

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