The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment

Ketelhut, Diane Jass

doi:10.1007/s10956-006-9038-y

Cited by 272 publications

(185 citation statements)

References 15 publications

Supporting

Mentioning

164

Contrasting

Unclassified

Order By: Relevance

“…The educational purpose of virtual environments (Dieterle & Clarke, 2009;Ketelhut, 2007) has become a promising area of research, enriching the methods of teaching and learning. So, a new form of virtual environment with the specific purpose of enabling teaching and learning, is developed -the virtual learning environment (VLE).…”

Section: State Of the Art In Virtual Worldsmentioning

confidence: 99%

Virtual laboratories for education in science, technology, and engineering: A review

Potkonjak

Gardner

Callaghan

et al. 2016

Computers & Education

714

383

View full text Add to dashboard Cite

Abstract.Within education, concepts such as distance learning, and open universities, are now becoming more widely used for teaching and learning. However, due to the nature of the subject domain, the teaching of Science, Technology, and Engineering are still relatively behind when using new technological approaches (particularly for online distance learning). The reason for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Often it is difficult to make these laboratories accessible for online access. Either the real lab needs to be enabled for remote access or it needs to be replicated as a fully software-based virtual lab. We argue for the latter concept since it offers some advantages over remotely controlled real labs, which will be elaborated further in this paper.We are now seeing new emerging technologies that can overcome some of the potential difficulties in this area. These include: computer graphics, augmented reality, computational dynamics, and virtual worlds. This paper summarizes the state of the art in virtual laboratories and virtual worlds in the fields of science, technology, and engineering. The main research activity in these fields is discussed but special emphasis is put on the field of robotics due to the maturity of this area within the virtual-education community. This is not a coincidence; starting from its widely multidisciplinary character, robotics is a perfect example where all the other fields of engineering and physics can contribute. Thus, the use of virtual labs for other scientific and non-robotic engineering uses can be seen to share many of the same learning processes. This can include supporting the introduction of new concepts as part of learning about science and technology, and introducing more general engineering knowledge, through to supporting more constructive (and collaborative) education and training activities in a more complex engineering topic such as robotics. The objective of this paper is to outline this problem space in more detail and to create a valuable source of information that can help to define the starting position for future research.Key words: virtual laboratory, dynamics based virtual reality, virtual world, distance learning for engineering/STEM education, immersive education IntroductionRecently we have seen a number of new ideas appearing in the literature concerned with the future of education and in particular for the teaching of Science, Technology, and Engineering (STE 1 ). Some of these notions are novel while others are a re-imagining of existing ideas but in a new context. Technological examples most relevant for this study are: distance learning, elearning, virtual laboratories, virtual reality and virtual worlds, avatars, dynamics-based virtual systems, and the overall new concept of immersive education that integrates many of these ideas together. Many highly reputable institutions 2 have gathered around this challenging concept, withi...

show abstract

Section: State Of the Art In Virtual Worldsmentioning

confidence: 99%

Virtual laboratories for education in science, technology, and engineering: A review

Potkonjak

Gardner

Callaghan

et al. 2016

Computers & Education

714

383

View full text Add to dashboard Cite

show abstract

“…For example, CyberOne: Law in the Court of Public Opinion (Nesson et al 2007), is a course recently offered by the Harvard Law School and the Harvard Extension School. The River City project (Dede and Ketelhut 2003;Dede et al 2002;Ketelhut 2007;Nelson et al 2007) is a MUVE that enables middle school children to learn about disease transmission and has been demonstrated to be an effective tool for learning (Dede and Ketelhut 2003;Dede et al 2002). These technologies can support real-time interactions among large communities of learners, but unless purposefully designed, these open-ended virtual worlds do not necessarily facilitate structured mentoring or conceptual consolidation during the experience.…”

Section: Interactive Technologies For Collaborative Learningmentioning

confidence: 99%

Earth science learning in SMALLab: A design experiment for mixed reality

Birchfield

Megowan-Romanowicz

2009

Computer Supported Learning

View full text Add to dashboard Cite

Conversational technologies such as email, chat rooms, and blogs have made the transition from novel communication technologies to powerful tools for learning. Currently virtual worlds are undergoing the same transition. We argue that the next wave of innovation is at the level of the computer interface, and that mixed-reality environments offer important advantages over prior technologies. Thus, mixed reality is positioned to have a broad impact on the future of K-12 collaborative learning. We propose three design imperatives that arise from our ongoing work in this area grounded in research from the learning sciences and human-computer interaction. By way of example, we present one such platform, the Situated Multimedia Arts Learning Lab [SMALLab]. SMALLab is a mixed-reality environment that affords face-to-face interaction by colocated participants within a mediated space. We present a recent design experiment that involved the development of a new SMALLab learning scenario and a collaborative student participation framework for a 3-day intervention for 72 high school earth science students. We analyzed student and teacher exchanges from classroom sessions both during the intervention and during regular classroom instruction and found significant increases in the number of student-driven exchanges within SMALLab. We also found that students made significant achievement gains. We conclude that mixed reality can have a positive impact on collaborative learning and that it is poised for broad dissemination into mainstream K-12 contexts.

show abstract

“…The 3DVW provides strong immersion and fidelity, and has a promising outlook for learning [6]. The current research projects have reported that such environments can effectively improve learning motivation, engagement, learning achievement and so on [1,7].…”

Section: Introductionmentioning

confidence: 99%

Impact of Prompting Agents on Task Completion in the Virtual World

Xie

Luo

2017

Int. J. Onl. Eng.

View full text Add to dashboard Cite

Abstract-Based on a realized 3D virtual laboratory and virtual agents, this study was to investigate whether the virtual agents influence task completion. A total of 90 students participated in the experiment. They were evenly divided into three groups one for the control group with no intervention and the other two for experiment groups with different interventional levels. The results show students who used the virtual agents worked faster and more efficient than those who did not. The satisfaction of the experiment groups was superior to that of the control group. The correlation analysis showed a weak negative correlation between time in total and satisfaction (r = -.365), a strong positive correlation between speed and satisfaction (r = .626), and a strong negative correlation between time per task and satisfaction (r = -.685). However, correlation degree wasn't in concord with the interventional levels. This study suggests that virtual agents have promising effects on task completion and perceived satisfaction.

show abstract

The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment

Cited by 272 publications

References 15 publications

Virtual laboratories for education in science, technology, and engineering: A review

Virtual laboratories for education in science, technology, and engineering: A review

Earth science learning in SMALLab: A design experiment for mixed reality

Impact of Prompting Agents on Task Completion in the Virtual World

Contact Info

Product

Resources

About