The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis

Merchant, Zahira; Goetz, Ernest T.; Keeney-Kennicutt, Wendy; Kwok, Oi‐Man; Cıfuentes, Lauren; Davis, Trina J.

doi:10.1016/j.compedu.2012.02.004

Cited by 175 publications

(105 citation statements)

References 43 publications

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“…The study of Merchant et al (2012) reported that spatial orientation mediates the relationships between 3D virtual learning environment features and chemistry learning outcomes. Lee, Wong, and Fung (2010a) have also found that control and active learning in a VR learning environment is a more concern factor for the high spatial ability learners.…”

Section: Spatial Ability and Vrmentioning

confidence: 99%

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Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

335

130

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This study aims to verify the learning effectiveness of a desktop virtual reality (VR)-based learning environment, and to investigate the effects of desktop VR-based learning environment on learners with different spatial abilities. The learning outcome was measured cognitively through academic performance. A quasi pretest-posttest experimental design was employed for this study. A total of 431 high school students from four randomly selected schools participated in this study where they were randomly assigned to either experimental or control groups based on intact classes. Findings indicate a significant difference in the performance achievement between the two groups with students performed better using desktop virtual reality. A possible explanation is that the desktop virtual reality instructional intervention has helped to reduce extraneous cognitive load and engages learners in active processing of instructional material to increase germane cognitive load. A significant interaction effect was found between the learning mode and spatial ability with regard to the performance achievement. Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance for high spatial learners in both groups. The results signify that low spatial ability learners' performance, compared with high spatial ability learners, appeared to be more positively affected by the desktop VRbased learning environment which is supported by the ability-as-compensator hypothesis, and can be explained by the cognitive load theory.

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Section: Spatial Ability and Vrmentioning

confidence: 99%

“…interaction within a virtual world (Chen et al, 2004;Chuah et al, 2008;Huang et al, 2010;Merchant et al, 2014;Merchant, Goetz, Keeney-Kennicutt, Kwok, Cifuentes, & Davis, 2012).…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

335

130

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“…Temuan ini menunjukkan bahwa fitur virtual tiga dimensi yang dimiliki PhET MS dapat menunjang peningkatan hasil belajar siswa pada topik bentuk molekul. Hal tersebut sesuai dengan Merchant (2012) yang menyatakan bahwa gambaran virtual tiga dimensi dapat menunjang peningkatan hasil belajar siswa berkaitan dengan konsep yang melibatkan keterampilan berpikir secara tiga dimensi.…”

Section: Hasil Dan Pembahasanunclassified

PENGEMBANGAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA PADA TOPIK TEORI DOMAIN ELEKTRON MELALUI SIMULASI INTERAKTIF PhET MOLECULE SHAPES

Stiawan¹,

Liliasari²,

Rohman³

2014

JPMIPA

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ABSTRAKTujuan dari penelitian dengan judul "Pengembangan Keterampilan Berpikir Kritis Siswa SMA pada Topik Teori Domain Elektron melalui Simulasi Interaktif PhET Molecule Shapes" dilakukan untuk meningkatkan keterampilan berpikir kritis siswa SMA melalui penggunaan simulasi interaktif PhET MS versi 1.05 pada topik teori domain elektron. Metode penelitian yang digunakan adalah quasi experiment. Subyek penelitian terdiri atas 64 siswa kelas X IPA di salah satu SMA Negeri di Kota Bandung. Data yang diperoleh berupa hasil tes tertulis dan angket terhadap siswa, serta hasil wawancara terhadap guru kimia. Analisis data penelitian dilakukan melalui uji statistik menggunakan independent-sample t-test atau Uji Mann-Whitney dengan taraf kepercayaan 95%. Hasil analisis signifikansi menunjukkan bahwa PhET MS dapat meningkatkan penguasaan sebagian indikator keterampilan berpikir kritis. Peningkatan keterampilan berpikir kritis siswa terjadi pada indikator membuat induksi dan mempertimbangkan hasil induksi (N-gain: 45,54 %), serta menganalisis argumen (N-gain: 57,03 %). Baik guru maupun siswa memberikan tanggapan yang positif mengenai penggunaan PhET MS dalam pembelajaran. Kata kunci: keterampilan berpikir kritis, PhET Molecule Shapes, teori domain elektron, simulasi interaktif ABSTRACTThe Purpose of "Developing High School Students' Critical Thinking Skills on Electron Domain Theory through PhET Molecule Shapes Interactive Simulation" research was to improve high school students' critical thinking skills using interactive simulation PhET MS version 1.05 on electron domain theory. Quasi experiment method was used in this research, and involved 64 students from one of public senior high school in Bandung. The data collected were in a form of students' test and questionnaire results and teachers interview. Data were analyzed by statistics analysis using independent-sample t-test or Mann-Whitney test (95 % level of significance). The results showed that PhET MS was able to improve several critical thinking indicators. The critical thinking indicators of induction and judging induction (N-gain: 45,54 %) and analyze arguments (N-gain: 57,03 %) were improved. Furthermore, both teacher and students responded positively to the use of PhET MS.

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“…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. For example, Merchant, Goetz, Keeney-Kennicutt, Kwok, Cifuentes, and Davis (2012) showed that a 3D virtual environment enhanced learning of chemistry concepts. Students' interaction with the environment also influenced a range of perceptual and psychological characteristics.…”

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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The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis

Cited by 175 publications

References 43 publications

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

PENGEMBANGAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA PADA TOPIK TEORI DOMAIN ELEKTRON MELALUI SIMULASI INTERAKTIF PhET MOLECULE SHAPES

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology

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