Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines

Bores-Calle, Nicolás Julio; Escudero, Ana; Bores-García, Daniel

doi:10.3390/ijerph17228599

Cited by 4 publications

(3 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Understanding and interpreting these landscape structures entails a combination of various spatial, logical, and mental skills, beyond just understanding map symbols (Atit et al, 2016; Bores‐Calle et al, 2020). In addition to imagining 3D shape structures represented as 2D lines, students are expected to employ mental rotation (Ormand et al, 2014), to understand that continuous dimensions of elevation or latitude and longitude are encoded categorically, and to have the ability to visualise the slope of the surface based on the distance between contour lines (Newcombe et al, 2015).…”

Section: Research Backgroundmentioning

confidence: 99%

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Šikl,

Brücknerová,

Švedová

et al. 2024

Computer Assisted Learning

View full text Add to dashboard Cite

IntroductionMedia comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context.MethodsIn the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application.ResultsThe impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi‐year gymnasium students consistently outperformed comprehensive school students in the pre‐test and demonstrated greater learning gains, regardless of the learning media.ConclusionThe present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.

show abstract

Section: Research Backgroundmentioning

confidence: 99%

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Šikl,

Brücknerová,

Švedová

et al. 2024

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…2). Through interactive exploration, students can observe the relationship between contour lines and real-world terrain, gaining a deeper understanding of how elevation and landforms are represented (Atit et al, 2016;Bores-Calle et al, 2020). A fundamental learning principle in the Contour Lines scenario is that the user can switch between a 2D representation -a contour map -and the corresponding 3D elevation model.…”

Section: Design Of the Edive Platformmentioning

confidence: 99%

Holistic Approach to Collaborative Immersive Virtual Environments in Education: eDIVE Design Case Study

Šašinka¹,

Chmelík²,

Šašinková³

et al. 2023

Preprint

View full text Add to dashboard Cite

This article provides a comprehensive framework for CIVE (Collaborative Immersive Virtual Environment) education, encompassing educational lessons and methods and the eDIVE platform, an original software solution designed for formal and non-formal education. Such a holistic and complex approach was employed to bring the actual implementation of CIVE a step forward finally. The rise of IVR (immersive virtual reality) technology, particularly head-mounted displays (HMDs), has enabled extensive use of this medium in education. However, this has led to new questions and needs concerning its practical utilization, including what software tools and functions to prioritise and how to implement this new medium in educational systems. Drawing on the results of previous research, the authors designed a new platform, teaching methods, and educational content that take advantage of CIVE, validating the solution by deploying it directly in both formal education at universities and high schools and non-formal education as part of the library system. To effectively deploy CIVE, it is essential to consider all three levels simultaneously: technological, instructional, and institutional. For example, the eDIVE platform was designed to allow collaboration in a fully immersive environment using HMDs, while also offering the possibility to participate using a conventional 2D user interface to ensure inclusivity. From an instructional design perspective, there is a need to move away from learning methods that have merit and advantages based in a real-world environment but fail to exploit the potential and strengths of the new medium fully. Conversely, it is necessary to reflect on the limits of CIVE and avoid topics and practices for which conventional RE (Real Environment) is more effective. At the institutional deployment level, appropriate forms of teaching need to be sought or existing ones adapted, such as synchronous distant learning through library networks. On the other hand, mass deployment of VR HMDs into mainstream classrooms and standard time-limited lessons has proved ill-suited. There are many creative and effective ways to use CIVE. Still, it is advisable to reflect on the limitations of the technology and instead use it primarily for topics in which its full potential will be utilised to the maximum extent possible.

show abstract

“…Understanding and interpreting these landscape structures entails a combination of various spatial, logical, and mental skills, beyond just understanding map symbols (Atit et al, 2016;Bores-Calle, Escudero, & Bores-García, 2020). In addition to imagining 3D shape structures represented as 2D lines, students are expected to employ mental rotation (Ormand et al, 2014), to understand that continuous dimensions of elevation or latitude and longitude are encoded categorically, and to have the ability to visualise the slope of the surface based on the distance between contour lines (Newcombe, Weisberg, Atit, Jacovina, Ormand, & Shipley, 2015).…”

Section: Ivr Learning In Geosciencementioning

confidence: 99%

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Šikl¹,

Brücknerová²,

Švedová³

et al. 2023

Preprint

View full text Add to dashboard Cite

The findings of media comparison studies examining the efficacy of using immersive virtual reality (IVR) in education have been inconclusive. Some studies have suggested that immersive virtual environments (IVE) facilitate learning; other studies have reported similar or even lower learning effects in IVR than in more traditional educational settings. To expand upon earlier research, the present study combined a media comparison approach with an exploration of how learner characteristics might influence the impact of IVR. In the experiment, 262 students from two distinct types of lower secondary schools—elementary school, which is a type of comprehensive school, and multi-year gymnasium, which is a selective academic school—received a lesson on topography and contour line interpretation using either an IVE or a PowerPoint (PPT) slideshow. To measure the extent to which the students were able to apply the lesson knowledge when working with maps, a transfer test was conducted before the lesson, immediately after its completion, and again one month later. Along with the transfer test, a spatial reasoning test was administered to the students. The results showed that while the type of school had an impact on student learning gains, there was no clear benefit of IVR-based instruction over PPT instruction. More specifically, the multi-year gymnasium students had higher scores than the elementary school students already in the pre-test, and they also demonstrated higher learning gains. Conversely, the elementary school students did not show any statistical improvement in their learning outcomes, regardless of the learning environment. The present study is in line with the recommendation formulated by Buchner and Kerres (2023) for comparative research on augmented reality in education—to move research from the phase of examining whether IVR learning works to the phase of examining the questions of when and how IVR learning works. We argue that examining the influence of learner characteristics and variables describing their academic background is crucial for comprehending the potential of IVR as a teaching tool.

show abstract

Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines

Cited by 4 publications

References 35 publications

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Holistic Approach to Collaborative Immersive Virtual Environments in Education: eDIVE Design Case Study

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Contact Info

Product

Resources

About