The VELscience project: Middle schoolers' engagement in student-directed inquiry within a virtual environment for learning

Pedersen, Susan; Irby, Travis L.

doi:10.1016/j.compedu.2013.09.006

Cited by 13 publications

(12 citation statements)

References 22 publications

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“…The support provided for experimental design has been based on a range of hints such as "vary only one variable at a time" [21]. Regarding the manipulation variable treatments, studies have focused their efforts on providing tools for collecting, organizing, and visualizing data [29], [30], [31]. Finally, to help learn-ers draw conclusions, the existent supporting tools provide mechanisms for inspecting data in different ways [21], [24].…”

Section: Experimental Supportmentioning

confidence: 99%

Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns

Ibáñez

Serio

Villaran-Molina

et al. 2016

IEEE Trans. Learning Technol.

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An AR-based simulation system that integrates background knowledge and experimental support (AR-SaBEr) was designed as a learning tool for teaching basic principles of electricity to ninth-grade students. The aim of this study was to investigate how supporting the learner focus on meaningful activities affects behavior and learning performance. The sample was 82 students, who were randomly assigned to two groups. The control group used AR-SaBEr with no support for recommending activities. The experimental group had personalized extra support designed to help learners focus on the subject matters that they did not master. The study found that learners from experimental group showed better learning achievements than those who participated in the control group. Furthermore, learners' behavioral patterns were dependent upon the support received. Learners from the control group were more willing to browse information about activities than to read about the subject before experimenting. Learners from the experimental group browsed activities information prior to carrying them out and read about the subject matter prior to experimentation. The observed behavioral patterns and learning achievements suggest that in augmented reality based simulation environments it is worth providing mechanisms to focus the attention of students on the most relevant topics for them.

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Section: Experimental Supportmentioning

confidence: 99%

Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns

Ibáñez

Serio

Villaran-Molina

et al. 2016

IEEE Trans. Learning Technol.

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“…Inquiry-based learning (IBL) involves students collecting and interpreting data, and synthesising the information and evidence to address real-world problems in subjects such as history, science and geography [18]. Inquiry learning enables the development of skills for scientific investigations such as problem-solving and critical thinking [18]. Questions are at the core of any inquiry -questions that the students are curious about and which are situated within the learning outcomes of the lesson.…”

Section: Inquiry-based Learningmentioning

confidence: 99%

Affordances of Mobile Virtual Reality and their Role in Learning and Teaching

Minocha

Tudor

Tilling

2017

Electronic Workshops in Computing

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“…It is important to clarify that the total does not correspond to the total number of studies, because this study used several instruments for data collection (e.g., [50], [9] Table 3 shows that the survey is the main instrument of data collection, followed by the interview (semi-structured, structured) and then, the observation (participant and non-participant). On the other hand, the questionnaire, the products generated within the research by some of the participants of the educational process, the prepost test and the focus groups were used to a lesser extent and finally studies were found that used rubrics to collect information (e.g., [51])…”

Section: !"#$%And$ Research Methodology!mentioning

confidence: 99%

“…In quantitative studies the experimental method was the most widely used (e.g., [44]), followed by the quasi-experimental method (e.g., [49]), other studies use an exploratory [50] and descriptive scope [51]. In mixed studies the quasi-experimental method was the most widely used (e.g., [52]), followed by the case study (e.g., [15], [42]).…”

Section: !"#$%And$ Research Methodology!mentioning

confidence: 99%

Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

Neira

Ibáñez

Benito

2017

Int. J. Emerg. Technol. Learn.

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Abstract-This study systematically reviews, classifies and synthesizes the research related to Emerging Technologies (ETs) in the field of formal education between 2006 and 2016, aiming to identify areas of uncertainty for future research. In addition, this study is a tool to guide teachers in their decision making when incorporating technologies in the classroom. The research approach was mixed and it analyzed 288 studies that met the inclusion criteria. Results show that all the studies aimed to improve and to transform the different educational processes through the incorporation of ETs. The most used methodology was qualitative research; the survey was the most widely used instrument; the most affected population was the students in the context of higher education; the competences to improve was critical thinking, followed by problem solving, collaborative work, creative thinking, and decision-making. Emerging Technologies (ETs) are contextual, adaptable, evolving, ubiquitous, disruptive, innovative, complementary and generate a degree of uncertainty, they can be complex, accessible, functional, easy to use, interactive and it found that Web 2.0 technologies are the most used in the studies.

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The VELscience project: Middle schoolers' engagement in student-directed inquiry within a virtual environment for learning

Cited by 13 publications

References 22 publications

Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns

Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns

Affordances of Mobile Virtual Reality and their Role in Learning and Teaching

Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

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