Constrained interactivity for relating multiple representations in science: When virtual is better than real

Barrett, Trevor J.; Stull, Andrew T.; Hsu, Ted M.; Hegarty, Mary

doi:10.1016/j.compedu.2014.09.009

Cited by 53 publications

(33 citation statements)

References 40 publications

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“…Based on the pre-test result in Figure 1, the students' right answer in this indicator is still around < 30%. It is also relatable with the (Barrett et al, 2015) findings that found that the students commonly have difficulties in visualizing molecular geometries from the chemical formula. It causes them only to visualize it based on their assumption.…”

Section: Discussionmentioning

confidence: 99%

The Effectivity of 3D Interactive Multimedia to Increase the Students’ Visuospatial Abilities in Molecular

Tamami

Dwiningsih

2020

JPP

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This research and development aims to develop interactive 3D multimedia that appropriate to increase students' visuospatial abilities at molecular shapes geometry studies. This research and development use the modified research and development 4D Thiagarajan design model that limiting until the development testing step. The descriptive qualitative analysis is used to assess the data result. The multimedia effectiveness is stated based on the increasing right-answered percentage and N-Gain score interpretation. The result shows that it has an increasing right-answered percentage > 50% in each test indicator and signification rate at range 0,5174-1,0000 in the medium until high level. The achievement of two kind effectiveness' criteria can be stated that interactive 3D multimedia is appropriate as the effective learning media to increase student's visuospatial abilities. Visual model in 2D and 3D utilization can aid the students' representation skill, so that it can be applied to the other relevant matter.

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Section: Discussionmentioning

confidence: 99%

The Effectivity of 3D Interactive Multimedia to Increase the Students’ Visuospatial Abilities in Molecular

Tamami

Dwiningsih

2020

JPP

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“…We chose the task of matching the orientation and conformation (i.e. local configuration) of molecular diagrams and models because this is an important and common exercise to teach the correspondence between diverse representations in chemistry (Barrett, Stull, Hsu, Hegarty, 2015;Stull, Hegarty, Dixon, & Stieff, 2012;Wu & Shah, 2004). The findings of this work inform the specific design of cognitively supportive virtual models for chemistry education and also reveal more general design implications for virtual interactions in other disciplines that rely on spatial representations.…”

Section: Organic Chemistry As a Test Bedmentioning

confidence: 99%

Effects of interface and spatial ability on manipulation of virtual models in a STEM domain

Barrett

Hegarty

2016

Computers in Human Behavior

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Virtual models are increasingly employed in STEM education to foster learning about spatial phenomena. However, the roles of the computer interface and students' cognitive abilities in moderating learning and performance with virtual models are not yet well understood. In two experiments students solved spatial organic chemistry problems using a virtual model system.Two aspects of the virtual model interface were manipulated: display dimensionality (stereoscopic vs. monoscopic displays) and the location of the hand-held device used to manipulate the virtual molecules (co-located with the visual display vs. displaced). The experimental task required participants to interpret the spatial structure of organic molecules and to manipulate the models to align them with orientations and configurations depicted by diagrams in Experiment 1 and three-dimensional models in Experiment 2. Co-locating the interaction device with the virtual image led to better performance in both experiments and stereoscopic viewing led to better performance in Experiment 2. The effect of co-location on performance was moderated by spatial ability in Experiment 1, and the effect of providing stereo viewing was moderated by spatial ability in Experiment 2. The results are in line with the abilityas-compensator hypothesis: participants with lower ability uniquely benefited from the treatment, while those with higher ability were not affected by stereo or co-location. The findings suggest that increased fidelity in a virtual model system may be one way of alleviating difficulties of low-spatial participants in learning spatially demanding content in STEM domains.

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“…VR has been used with positive results in a variety of disciplines such as engineering and architecture (Burnley, 2007;Doyle, Dodge, & Smith, 1998;Izard & Méndez, 2016). Reports indicate that training/teaching in VR is at least as effective as real-world training (Barrett, Stull, Hsu, & Hegarty, 2015;Harrington et al, 2017;Khanal et al, 2014;Stone, Watts, Zhong, & Wei, 2011) with the advantages that it is safer to make mistakes (Johnson, Levine, Smith, & Stone, 2010;Lorenzo, 2014), students find it engaging (Harrington et al, 2017;Lee, Sergueeva, Catangui, & Kandaurova, 2017), motivating (Fonseca & Redondo, 2013;Redondo et al, 2014) and it can provide greater information uptake through the provision of multiple learning resources in the spherical environment (Harrington et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The use of virtual reality for public health education with reference to Syrian refugee camps

Dawson

Alami

Bowen

et al. 2019

Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018

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In this study we used Virtual Reality (VR) technology to provide an immersive interactive learning experience for undergraduate public health students in the UK and Lebanon. Students carried out a problem-based learning exercise around public health challenges faced by Syrian refugees in Lebanon. In the wider context of a Virtual Student Exchange programme small, mixed nationality groups were connected by Skype, WhatsApp and other technologies to research specific healthcare requirements for refugee camps (e.g. sanitation) and constructed an interview guide for the Lebanese students to use on a visit to a camp at the end of the programme. Lebanese students captured 360-degree videos to allow UK peers to 'join' them on their camp visit using VR. Findings from post-hoc video interviews focusing on the use of VR indicated that students felt closer to the subject of their research than before it was used. Participants' emotions were affected by what they saw in the camps, providing a broader cognitive experience in which sight, sound, and emotions were linked to the camps, deepening learning about the refugees' conditions. Faculty were able to move beyond the use of simple text-based scenarios, facilitating students' learning about a real-world situation that they would not have been able to access through other means. This approach has potential for wider use in education, providing virtual access to locations it can be difficult for learners to visit by other means.

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Constrained interactivity for relating multiple representations in science: When virtual is better than real

Cited by 53 publications

References 40 publications

The Effectivity of 3D Interactive Multimedia to Increase the Students’ Visuospatial Abilities in Molecular

The Effectivity of 3D Interactive Multimedia to Increase the Students’ Visuospatial Abilities in Molecular

Effects of interface and spatial ability on manipulation of virtual models in a STEM domain

The use of virtual reality for public health education with reference to Syrian refugee camps

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