Using Virtual Reality as a Tool for Field-Based Learning in the Earth Sciences

Moysey, S. M.; Lazar, Kelly Best

doi:10.1007/978-3-030-32471-1_7

Cited by 12 publications

(7 citation statements)

References 33 publications

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“…Our results indicated that children’s knowledge significantly increased from pre- to postsurveys. This is consistent with previous literature which demonstrated that participating in IVE-based learning environments increase students’ knowledge (Mead et al, 2019; Metcalf et al, 2011, 2013; Moysey & Lazar, 2019; Ronelus, 2016). Similarly, children’s self-efficacy belief in their ability to plan for bushfire safety increased from pre- to postsurveys, which is consistent with findings from previous research (Chen et al, 2014, 2016; Meluso et al, 2012; Reilly et al, 2020).…”

Section: Discussionsupporting

confidence: 93%

“…IVEs are able to engage students in constructing knowledge and enhancing critical thinking skills. Simultaneously, IVEs can improve student motivation and engagement which in turn provides opportunities for the transfer of knowledge and skills to real-world situations (Falloon, 2020; Mead et al, 2019; Moysey & Lazar, 2019; Zeng et al, 2020). IVE-based instructions have the potential to facilitate education and transferring skills to a wide range of students with diverse backgrounds (Merchant, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Molan

Weber

Kor

2022

Journal of Educational Computing Research

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A problem-based immersive virtual environment (IVE) about bushfire safety was developed as a learning tool for children aged 10–12. Its effectiveness was assessed in relation to children’s ability to determine how to be safer in a bushfire incident. A series of experiential activities were developed in the IVE with digital storytelling and two-stage embedded assessments providing children with an opportunity to engage with tasks and solve problems while receiving feedback on their performance. Changes from pre- to postsurvey results showed positive learning outcomes as evidenced by significant improvements in children’s knowledge of bushfire safety and confidence in their ability to contribute to decisions during a bushfire incident. The significant change in children’s knowledge as well as their performance at two-stage embedded assessments was independent of their gender, background knowledge and perceived ability in responding to bushfire hazards. This suggests that when appropriately designed and implemented within educational settings, immersive virtual learning tools can effectively engage children and enhance learning outcomes associated with bushfire safety. The paper also argues that such immersive problem-based learning can improve self-efficacy amongst children in relation to coping with a bushfire situation. Implications of the findings are also discussed.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Molan

Weber

Kor

2022

Journal of Educational Computing Research

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“…Topological information is the number of components of each geometric object and the interrelationship between these components, including the number of points, lines, and surfaces, as well as the components near each component and their intersection locations. Geometric information refers to measurable data such as size and position of objects in geometric space, including area and length [11]. Geometric modeling of virtual objects is the representation and processing of geometric and topological information of virtual objects, i.e., the corresponding description of 3D objects in mathematical language.…”

Section: The Basic Process Of Developing Virtual Experiments Coursewa...mentioning

confidence: 99%

Optimization of 3D Virtual Reality Technology in High School Physics Direct-Type Teaching

Guan

Fang

2022

Wireless Communications and Mobile Computing

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Virtual reality technology is a computer simulation that allows the creation and experience of virtual worlds, using computers to generate a simulated environment into which the user is immersed. Through a theoretical exposition of 3D virtual reality technology, the elements of teaching and learning and virtual reality technology are analyzed in terms of abstract virtual cognition and concrete modeling techniques, and the forms of application of virtual reality technology in high school physics teaching are described, along with associated educational technology theories. The era of core literacy development poses new challenges to basic teaching and requires new teaching methods and approaches to adapt. The development of 3D virtual reality technology has provided new opportunities for teaching reform. Firstly, the unique charm of virtual reality technology itself has deeply attracted many experts and scholars to explore its application in pedagogy. Secondly, the scale and effect of virtual reality technology in pedagogy applications are still far from the ideal goal in people’s mind, and further exploration and research are needed in the theoretical support of educational technology research. Thirdly, in the process of high school basic teaching, on the one hand, basic experiments play a crucial role, and on the other hand, transforming abstract basic principles and concepts into concrete visible and operable teaching methods is also an important direction for its future development. Combined with the development tools and software to build processes and models, the knowledge of electricity and mechanics in high school physics is modeled in 3Ds MAX and Unity3D to provide technical support for the application of virtual reality in high school physics teaching and to promote the reform of high school physics teaching. Based on an in-depth analysis of virtual reality technology in the construction of teaching resources, this paper explores the feasibility of using software systems and hardware facilities of 3D virtual reality technology in high school physics teaching, such as experimental demonstration, geometric modeling, and 3D graphic transformation. It fits the cognitive level of high school students, constructs 3D virtual scenes and virtual object motion trajectory models that meet the requirements of the high school physics curriculum, and promotes the application of virtual reality technology in high school physics teaching and visualizing abstract physics knowledge, with clear student understanding and significant improvement in learning efficiency.

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“…Among these "virtual worlds", high-immersive VR emerged with the development of devices that surround the user in large 3D viewing areas (Checa and Bustillo, 2020). Facilitating a visual understanding of complex concepts and environments, these tools are already used for educational purposes (Moysey and Lazar, 2019;Chenrai and Jitmahantakul, 2019). Moreover, VR applications are now emerging dedicated to research purposes and based on high-quality data (Civet and Le Mouélic, 2015;Le Mouélic et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Potential of a virtual reality environment based on very-high-resolution satellite imagery for structural geology measurements of lava flows

Jaud

Geoffroy

Chauvet

et al. 2022

Journal of Structural Geology

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Using Virtual Reality as a Tool for Field-Based Learning in the Earth Sciences

Cited by 12 publications

References 33 publications

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Optimization of 3D Virtual Reality Technology in High School Physics Direct-Type Teaching

Potential of a virtual reality environment based on very-high-resolution satellite imagery for structural geology measurements of lava flows

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