Scientific Inquiry in Educational Multi-user Virtual Environments

Nelson, Brian; Ketelhut, Diane Jass

doi:10.1007/s10648-007-9048-1

Cited by 95 publications

(39 citation statements)

References 24 publications

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“…They used a 3DVW called River City to make students interact with avatars, digital artifacts and computer-based agents so that students could find the bacteria. Brian C Nelson and Ketelhut (2007) implemented authentic scientific inquiry curricula in schools and the emerging use of 3DVW to support interactive scientific inquiry practices. They investigated the impact of 3DVW on learning and engagement for underserved students and the impact of virtual experimentation tools designed to scaffold student inquiry processes on engagement and learning of individuals.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceived Effectiveness of Science Inquiry in the 3D Virtual World

Xie

Zhang

2017

EURASIA J MATH SCI T

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Many researchers claim that inquiry-based learning offers proper solutions to engage students in the 3D virtual world (3DVW), while little literature has reported how to conduct inquiry-based learning and to what extent it influences learning in this world. This study investigates the perceived effectiveness when students exhibit in the inquiry-based learning compared with the standard learning in the 3DVW. Forty-eight students voluntarily participate in the experiment. Half of them learn in the inquiry-based environment, and the other half learn in the standard environment. The effectiveness is measured by the perceived experience and perceived knowledge gains. The data is analyzed by combining the quantitative with qualitative approaches. The results show students who exhibit in the inquiry-based environment perceive more effectiveness than those who don't. Also, the reasons why students perceive in the way are obtained. This study indicates the inquiry-based learning conducted in the 3DVW can effectively enhance learning.

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Section: Literature Reviewmentioning

confidence: 99%

Perceived Effectiveness of Science Inquiry in the 3D Virtual World

Xie

Zhang

2017

EURASIA J MATH SCI T

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“…These massively multi-player online games (MMOs) include several subgenres. The most popular MMOs, such as World of Warcraft and RuneScape for adults, and Habbo Hotel and Club Penguin for youth, were designed for entertainment purposes but have been the subject of research because of the opportunities for situated learning they provide ( Thomas & Brown, 2009 ( Ketelhut, 2007 ), support the transfer of students' scientifi c inquiry processes into reallife processes ( Ketelhut, Nelson, Clarke, & Dede, 2010 ), and do so for boys and girls alike (Nelson & Ketelhut, 2007 ). Exploratory studies on Whyville , an educational MMO that offers a range of science-based activities in which several million users participate at home or in school, suggest that users of this resource are motivated to investigate science topics in formal and informal settings ( Kafai, Quintero, & Feldon , 2010 ;Neulight et al ., 2006 ).…”

Section: Learning With Simulationsmentioning

confidence: 99%

Multimedia Learning with Simulations and Microworlds

Plass¹,

Schwartz²

2014

The Cambridge Handbook of Multimedia Learning

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In this chapter, we discuss research on learning from simulations and microworlds. After providing working defi nitions and examples for these environments, we review research on their effectiveness and, where available, on specifi c questions of their information design, interaction design, and instructional guidance design. On the basis of the research fi ndings, we propose extensions to current theories of multimedia learning to involve social and affective processes and outcomes, describe implications for instructional design, discuss limitations of the existing research, and outline areas for future research. What Is Multimedia Learning with Simulations and Microworlds?Simulations and microworlds are digital environments that enable users to interact with models of situations and phenomena ( National Research Council , 2011 ;Plass, Homer, & Hayward , 2009b ). As the user manipulates objects or parameters, the environment generates dynamic responses based on a set of underlying rules, models, or computations. Simulations and microworlds provide opportunities for active learning ( Mayer, Mautone, & Prothero, 2002 ), affording exploration instead of providing explanation (Rieber, 2005 ).Educators and researchers have posed a number of questions specifi cally linked to the pedagogical use of these resources: Are exploratory environments effective for learning? What support structures should be provided to make them effective? How can they be designed to engage the learner in meaningful learning activities? This chapter will review research that has provided some answers to these questions, propose extensions to cognitive theory in response to these research fi ndings, and describe implications for Plass and Schwartz 730 instructional design. We will then discuss limitations of existing research and suggest areas for future investigations of simulations and microworlds. First, however, we will provide working defi nitions of simulations and microworlds, used in compiling the research studies included in this review.Simulations . Multimedia simulations are designed to depict specifi c phenomena, processes, or systems. Within a particular simulation, the user can adjust various parameters, and an underlying computational model responds by displaying the results of the user's input. Through repeated interactions, such as selecting a range of values for a variable and observing the resulting changes, the learner can arrive at an understanding of the model National Research Council , 2011 ). Broad defi nitions of simulations distinguish conceptual models from operational models . Conceptual models focus on principles, concepts, or facts (e.g., how gases respond to changes in temperature), while operational models demonstrate a series of operations or procedures, such as how to perform a specifi c mechanical task. For the purpose of this chapter, we considered only interactive environments that are based on conceptual computational models to be simulations .Microworlds . Beyond the exploration and investigat...

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“…Also part of the subset concerning scaffolding for teaching and learning would be studies such as Nelson and Ketelhut's (2007) review examining the problems of implementing authentic scientific inquiry curricula in schools utilizing educational virtual world environments. Their review reveals that virtual world-based curricula supporting real-world inquiry is viable provided it is based on authentic interactivity with simulated worlds and tools.…”

Section: Related Workmentioning

confidence: 99%

Review of Educational Research Methods in Desktop Virtual World Environments: Framing the Past to Provide Future Direction

Beck¹,

Perkins²

2014

JVWR

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This article describes educational research methodologies being used in the investigation and evaluation of desktop virtual world environments (DVWEs) as used to teach a variety of subjects in higher education. Ellis' research framework on innovations (2005) and Reeves and Hedberg's research goals (2003) were used as lenses to examine the state of educational research methods within DVWEs. An extensive search that resulted in 127 peer-reviewed papers chosen, was carried out to locate journal articles in the fields of educational technology, computer science and information systems, virtual reality/virtual worlds/gaming, science and health education, human-computer interaction, media and communications, psychology, social science, cognitive science, and library science. Results showed that while small scale research is common, research with broader goals (i.e. program evaluation, developmental research) is lacking. Implications include the need for signature developmental researchers to make their virtual world applications open source, and for DVWE researchers to explore collaborative research opportunities with postmodern, education researchers in order to shed more light on important issues of equity, gender, politics, and culture that impact education.

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Scientific Inquiry in Educational Multi-user Virtual Environments

Cited by 95 publications

References 24 publications

Perceived Effectiveness of Science Inquiry in the 3D Virtual World

Perceived Effectiveness of Science Inquiry in the 3D Virtual World

Multimedia Learning with Simulations and Microworlds

Review of Educational Research Methods in Desktop Virtual World Environments: Framing the Past to Provide Future Direction

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