Virtual reality and multiple intelligences: Potentials for higher education

McLellan, Hilary

doi:10.1007/bf02948570

Cited by 28 publications

(11 citation statements)

References 8 publications

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“…Most authors cite MI theory as an egalitarian alternative both to the theory that there is one general intelligence, and also to the practice of teaching a curriculum that emphasizes language and mathematics. They recommend innovations ranging from planning units of study that span each intelligence (Wallach & Callahan, 1994), to enriching education for gifted or learning-disabled students in their areas of strength (Hearne & Stone, 1995;Smerechansky-Metzger, 1995), to using virtual reality to educate each intelligence (McLellan, 1994).…”

mentioning

confidence: 99%

Multiplying the Problems of Intelligence by Eight: A Critique of Gardner's Theory

Klein¹

1997

Canadian Journal of Education / Revue canadienne de l'éducation

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mentioning

confidence: 99%

Multiplying the Problems of Intelligence by Eight: A Critique of Gardner's Theory

Klein¹

1997

Canadian Journal of Education / Revue canadienne de l'éducation

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“…Similarly, the use of virtual reality in education is no longer focusing on teaching simple tasks, but moving forward to deliver complex knowledge and skills such as abstract reasoning and management of complex information spaces (Salzman et al, 1999). As McLellan (1994) stated, the computer is a powerful cognitive technology for creating unlimited possibilities to facilitate students' cognitive development, for instance communication and creative problem solving. In this case, students can obtain a range of higher-order learning experiences by solving series of difficult and cross-curricula problems during the learning progress (Hackett et al, 2005).…”

Section: Introductionmentioning

confidence: 98%

A study of students' learning experiences in creativity training in design education: an empirical research in virtual reality

Lau

2012

JDR

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This paper is going to discuss and report the design students' learning experiences in creativity education within virtual reality. The development of virtual reality in education and training are discussed as well as the important roles of designing students' learning experience are explored respectively. Based on an empirical qualitative research in virtual reality, three directional approaches for further studies are identified: 1 creating environmental stimulation to facilitate students' creative thinking 2 developing a game-like virtual learning environment to enhance students' learning experience 3 using avatars as role-playing simulation to develop students' creative-friendly learning behaviour.

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“…It can be connected to the Internet and tested by many invited users with very low cost. [6][7][8] A virtual environment can also be a medium to help the training 9 and development of human spatial cognition capability. 10 Ferrington and Loge 11 point out that by means of the simulation training in a virtual environment, users can have better wayfinding performance in a physical environment.…”

Section: Introductionmentioning

confidence: 99%

Effects of 2D wedge design as a wayfinding facilitator in a 3D virtual environment

Chen

2015

J Soc Info Display

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-The purpose of this study is to investigate users' wayfinding task performance and subjective preference in a three-dimensional (3D) virtual environment. The research variables are interaction mode (touch sensitive vs body movement modes), viewing perspective [first-person perspective (1PP) versus third-person perspective (3PP)], and gender (man versus woman). Three difficult levels of tasks were conducted, i.e., A, A-P, and A-A types. The experiment is 2 × 2 × 2 between-subject design. Participants needed to complete three wayfinding tasks and fill out subjective preference questionnaires regarding task fluency, satisfaction, system usability scale, and NASA Task Load Index (NASA-TLX). Fifty-six participants (28 men and 28 women) were invited using convenient sampling method. The results are as follows: (1) Participants adopting touch-sensitive mode performed better than body movement mode. (2) Participants using touch-sensitive mode could have better task fluency and higher SUS score, and with less effort and frustration. (3) Participants adopting 3PP had better wayfinding task performance than first-person perspective. They also had higher system usability scale score and spent less effort for having wider viewing perspective. (4) The gender variable only showed significant effect in A-P type of wayfinding task. Men performed better than women. It is concluded that adopting touch-sensitive interaction and 3PP designs can better facilitate users' wayfinding tasks.

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Virtual reality and multiple intelligences: Potentials for higher education

Cited by 28 publications

References 8 publications

Multiplying the Problems of Intelligence by Eight: A Critique of Gardner's Theory

Multiplying the Problems of Intelligence by Eight: A Critique of Gardner's Theory

A study of students' learning experiences in creativity training in design education: an empirical research in virtual reality

Effects of 2D wedge design as a wayfinding facilitator in a 3D virtual environment

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