Educational virtual environments: A ten-year review of empirical research (1999–2009)

Mikropoulos, Tassos A.; Natsis, Antonis

doi:10.1016/j.compedu.2010.10.020

Cited by 792 publications

(465 citation statements)

References 57 publications

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“…Therefore, an active area of research is the exploration of learning affordances offered by these emerging technol-ogies in different knowledge areas (Dalgarno & Lee, 2010;Mikropoulos & Natsis, 2011).…”

Section: Introductionmentioning

confidence: 99%

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Ibáñez

Serio

Villarán

et al. 2014

Computers & Education

456

184

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Educational researchers have recognized Augmented Reality (AR) as a technology with great potential to impact affective and cognitive learning outcomes. However, very little work has been carried out to substantiate these claims. The purpose of this study was to assess to which extent an AR learning application affects learners' level of enjoyment and learning effectiveness. The study followed an experimental/control group design using the type of the application (AR-based, web-based) as inde-pendent variable. 64 high school students were randomly assigned to the experimental or control group to learn the basic principles of electromagnetism. The participants' knowledge acquisition was evaluated by comparing pre-and post-tests. The participants' level overall-state perception on flow was measured with the Flow State Scale and their flow states were monitored throughout the learning activity. Finally, participants' perceptions of benefits and difficulties of using the augmented reality application in this study were qualitatively identified. The results showed that the augmented reality approach was more effective in promoting students' knowledge of electromagnetic concepts and phenomena. The analysis also indicated that the augmented reality application led participants to reach higher flow experience levels than those achieved by users of the web-based application. However, not all the factors seem to have influence on learners' flow state, this study found that they were limited to: concentration, dis-torted sense of time, sense of control, clearer direct feedback, and autotelic experience. A deeper analysis of the flow process showed that neither of the groups reported being in flow in those tasks that were very easy or too difficult. However, for those tasks that were not perceived as difficult and included visualization clues, the experimental group showed higher levels of flow that the control group. The study suggests that augmented reality can be exploited as an effective learning environment for learning the basic principles of electromagnetism at high school provided that learning designers strike a careful balance between AR support and task difficulty.

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Section: Introductionmentioning

confidence: 99%

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Ibáñez

Serio

Villarán

et al. 2014

Computers & Education

456

184

View full text Add to dashboard Cite

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“…The challenges of aligning learning activities in 3D environments are well documented [3,5,6] and were reflected in the findings of the REVISIT study. These include organizational support and the time required for teachers to prepare appropriate and contextualized learning activities, as well as the possible emergence of technological behaviors or goals that are unaligned with intended learning outcomes [10].…”

Section: Challenges For Curriculum-aligned Learningmentioning

confidence: 86%

“…One review identifies pedagogical opportunities arising from these embodied experiences including increased motivation, the ability to contextualize learning objectives, and collaborative learning processes [5]. 3D models and environments have primarily been used in STEM subjects, however their growing use as surrogates for real-world environments is recognized, particularly where they model inaccessible historical or cultural spaces [6]. Although the majority of bespoke 3D educational environments still focus on particular disciplinary learning objectives, their value goes beyond increased cognition and also enhances motivation [7], and enables creative participation, digital/cultural production [8] and co-production [9].…”

Section: Environments In Educationmentioning

confidence: 99%

Development of Cross-Curricular Key Skills Using a 3D Immersive Learning Environment in Schools

Abbott

Jeffrey

Gouseti

et al. 2017

Communications in Computer and Information Science

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Abstract. Pedagogical opportunities offered by 3D immersive environments are not restricted to subject-based knowledge but also include non-disciplinary and cross-curricular key skills. This pilot study introduced a large 3D scene of a non-extant architectural exhibition into teaching and learning activities at three UK schools. From observation and qualitative data capture, a comparative case study identified a number of pedagogical opportunities and challenges. Despite diverse teacher and student approaches, a number of common factors were identified including constructionist teaching methods and the suitability of 3D environments for developing cross-curricular key skills and capabilities. In relation to the literature, this paper analyses how subject-aligned use of the 3D model met with differing levels of success, identifies four key skills that emerged from student use of the model across all three schools, and considers how challenges might be translated into further learning opportunities.Keywords: Pedagogy, 3D visualization, Cross-curricular skills, Game-based learning, Collaboration, Creativity, Self-directed learning IntroductionWhilst there is a growing body of research that focusses on pedagogical opportunities of 3D environments for the enhancement of particular, curriculum-based learning outcomes, few empirical studies consider their role in developing key crossdisciplinary skills and attributes such as collaboration, creativity, leadership, and emotional maturity. These capabilities are recognized across national curricula as intrinsic to the development of successful learners. Through a comparative case study of the use of a 3D environment in teaching activities in three schools, this paper investigates how 3D environments within the classroom can provide opportunities for developing key cross-disciplinary capabilities.

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“…Work in physics has revealed improvements in students' conceptual understanding of electric fields following interaction with a virtual environment (Dede, Salzman, Loftin, & Ash, 2000). Mikropoulos and Natsis (2011) reveal that few studies have investigated virtual environments that contain intuitive interaction, as well as users' attitudinal dimensions, and identify these as emerging trends in the field. Furthermore, the authors contend that, "systematic effort and more empirical studies are needed in order to show how the characteristics and features of educational virtual environments can be pedagogically exploited" (p. 778).…”

Section: Educational Virtual Environments In the Learning And Acquirementioning

confidence: 99%

“…A review by Mikropoulos and Natsis (2011) has suggested that educational virtual environments can contribute to knowledge construction and attaining learning goals. Similarly, Richard, Tijou, Richard, and Ferrier (2006) have reported that virtual reality platforms can cultivate science knowledge-building processes, and allow exploration of difficult to access abstract science concepts.…”

Section: Educational Virtual Environments In the Learning And Acquirementioning

confidence: 99%

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology

Schönborn

Höst

Palmerius

et al. 2014

International Journal of Virtual and Personal Learning Environments

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The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

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Educational virtual environments: A ten-year review of empirical research (1999–2009)

Cited by 792 publications

References 57 publications

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Development of Cross-Curricular Key Skills Using a 3D Immersive Learning Environment in Schools

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology

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