Work-in-Progress—GeoForge: Integrating Virtual Reality and a Personalized Website to Foster Collaboration in Middle School Science

Brenner, Corinne; DesPortes, Kayla; Hendrix, Jessica Ochoa; Holford, Mandë

doi:10.23919/ilrn47897.2020.9155098

Cited by 1 publication

(1 citation statement)

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“…Between November 2019 and February 2020, the research team visited a convenience sample of three schools in New York, New Jersey and Massachusetts to conduct one-day ILS 122,7/8 user tests of GeoForge (Table 1 for more information about each school and student population; Brenner et al (2020) for preliminary results related to this work). These sessions included 220 students in 5th through 8th grade, during class periods of about 45 min.…”

Section: Data Collection and Contextmentioning

confidence: 99%

GeoForge: investigating integrated virtual reality and personalized websites for collaboration in middle school science

Brenner¹,

DesPortes

Hendrix³

et al. 2021

ILS

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Purpose This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors. Design/methodology/approach GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3–4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver’s (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors. Findings Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members’ responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods. Originality/value GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration.

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Section: Data Collection and Contextmentioning

confidence: 99%