The role of IT in teaching experimental science: from the multimedia perspective

Many motivations might bring one to examine the role of computers in the laboratory class: concern over the expense of real labs; concern over the encroachment of computers into these labs; a feel of excitement that computers might be able to add something to lab work that is currently missing. For whatever reason, it is maybe appropriate to begin by thinking about our motivations for doing real lab work in the first place

Virtual Reality and Art History: A Case Study of Digital Humanities and Immersive Learning Environments

The potential benefits of integrating immersive realities into traditional humanities curricula have been touted over the last two decades, but budgetary and technical constraints of implementation have limited its adoption. However, recent advances in technology, along with more affordable hardware coupled with more user-friendly interfaces, have seen widespread adoption beyond that of the military and healthcare. In fact, higher education institutions are poised to adopt VR on a broader scale to enhance learning with virtual environments. This study seeks to determine the expectations and results of integrating virtual reality into coursework with students and faculty in Art History. The study surveyed students, first to ascertain the prevalence and familiarity of immersive reality technologies, as well as the perceived benefit of integration into curriculum. Next, surveys collected data on student experience relating to virtual reality assignments integrated into coursework for both face-to-face and online learners. The results provide a model for other institutions for a variety of disciplines to reinforce outcomes through strategic use of the technology

Gamification of Education and Learning: Heuristic Elements, Player Types, and Learning Outcomes for Art History Games

The technology of virtual reality (VR) and the gamification of education and learning has had proven educational benefits, especially in secondary education. However, there remains little to no research on the heuristic elements and mechanics that contribute to learning at the postsecondary level of education. Most research conducted has been refined to science programs, but even in these instances, a study of the effects and interests of different demographics has yet to be considered. Given the visual nature of how the discipline of art history has traditionally been taught, there are a number of virtual reality (VR) applications to assist instructors in the field better engage students in immersive environments to provide a more accurate understanding of subjects covered. In order to capitalize on the strengths of the new digital medium, including immersion, engagement, and presence, the end user needs to be considered. This heuristic study investigates the different experiences, preferences, learning styles, and expectations relating to educational gaming of art history students at a private, Midwestern college. Results demonstrate that effective game design and development need consider the target audience to optimize user experience and learning outcomes

Teacher Planning Problem Space Of Expert Technology Integrating Teachers

Designing meaningful technology-integrated learning remains a challenge for teachers. To address this problem, the purpose of this single case study was to examine how experts plan for technology integration. The conceptual framework of this study drew from information processing theory and combined two existing constructs: the notion of a problem space (Simon & Newell, 1971) with a process model of teacher planning (Yinger, 1980). The resulting combination was a new construct called the teacher planning problem space. The significance of this study was in the application of this new construct to focus on thoughts, decisions, and judgments of teachers during the planning process for technology integration. Participants included a purposeful sample of six technology-integrating experts designated as such by their distinction as the winners of an innovation award. Winning the award bounded the case and the unit of analysis was how each participant negotiated the teacher planning problem space. Data collection included a survey, interviews, audiovisual materials, and documents. Qualitative content analysis methods where used for interpreting data. Results indicated expert technology-integrating teachers continuously sought to improve instruction for their students and technology served to facilitate this goal. Learning from experience as well as knowledge of technology’s affordances were major contributors to these teachers’ flexibility, troubleshooting, and fearlessness when implementing innovative practices with technology. The teacher planning problem space model resulting from this study provides theoretical implications for examining teacher planning. Practical implications include suggestions for administrative policies regarding lesson plan requirements and planning strategies for integrate technology

Modellus: Learning Physics with Mathematical Modelling

Tese de doutoramento em Ciências da Educação, área de Teoria Curricular e Ensino das CiênciasComputers are now a major tool in research and development in almost all scientific and technological fields. Despite recent developments, this is far from true for learning environments in schools and most undergraduate studies. This thesis proposes a framework for designing curricula where computers, and computer modelling in particular, are a major tool for learning. The framework, based on research on learning science and mathematics and on computer user interface, assumes that: 1) learning is an active process of creating meaning from representations; 2) learning takes place in a community of practice where students learn both from their own effort and from external guidance; 3) learning is a process of becoming familiar with concepts, with links between concepts, and with representations; 4) direct manipulation user interfaces allow students to explore concrete-abstract objects such as those of physics and can be used by students with minimal computer knowledge

Simulated Ecological Environments for Education: A Tripartite Model Framework of HCI Design Parameters for Situational Learning in Virtual Environments

While there are many studies on collaborative or guided scientific inquiry in real, virtual,and simulated environments, there are few that study the interplay between the design ofthe simulation and the user interface. The main research aim was to decompose thesimulation and user interface into the design parameters that influence attention,curiosity, inquiry, and learning of scientific material and acts of creation for children.The research design investigates what tools support independent exploration of a space,enhance deep learning, and motivate scientific or creative inquiry. A major interest is inthe role that ecological context plays in the perception of spatial information.None of the prior work on learning in virtual environments considered a child-centriccomputer interaction framing, independent of pedagogy and focused on the impact ofuser interface parameters, such as image quality and navigational freedom. A majorcontribution of this research is the construction of the Virtual Trillium Trail, as itrepresents one square mile of biologically accurate scientific plot study data. It is avirtual environment based on statistical data visualization, not fantasy. It allowed for ahighly realistic simulation and scientifically true-to-life visualization, as well as for aplanned orthogonal contrast with exceptionally high internal validity in both system andstatistical research design.Of critical importance is evidence in the pilot study, that virtual reality field trips forstudents may be used to prime before and to reinforce after a real field trip. Thisresearch also showed transfer effects on in-situ learning activity, in both directions.Thus, supports the claim that virtual environments may augment educational practices,not replace them, to maximize the overall learning impact. The other large contributionwas in the activity analysis of the real field trip, where the Salamander Effect is observedas an environmental event, which opened a Teachable Moment event for the teacher, andwhich was then translated into a system design feature, a Salient Event in the userinterface. A main part of this research is the importance of such events, as ways tosupport intrinsic learning activity, and leverage episodic memory.The main empirical contribution to the design of educational virtual environments wasproduced by the 2 x 2 ANOVA with the factors of Visual Fidelity and NavigationalFreedom, set to high and low levels, and the evidence of different effects on KnowledgeGained. The tool has an impact on intrinsic learning, which is measured here by a pretestand a post-test on facts and concepts. A two-factor analysis of variance showed asignificant effect of Visual Fidelity on Knowledge Gained, F(1,60) = 10.54, p = 0.0019.High Visual Fidelity condition has a greater impact on Knowledge Gained (M=30.95, SD=14.76), than Low Visual Fidelity condition (M=19.99, SD = 13.39). Photorealistic has astronger impact on learning than cartoon versions. There was significant interactionbetween Visual Fidelity and Navigational Freedom, F(1,60) = 4.85, p = 0.0315, with thelargest impact in the combined conditions of High Visual Fidelity and High NavigationalFreedom on Knowledge Gained (M=37.44, SD = 13.88). Thus, photorealistic, freenavigation virtual environments double learning, when compared to cartoon versions,ceteris paribus.The next major contribution to the design of the user interface in educational virtualenvironments is the design and use of Salient Events as components to augment thevirtual environment and to facilitate intrinsic inquiry into facts and concepts. A two factoranalysis of variance showed a significant effect of Visual Fidelity on Salient Eventcounts, F(1,60) = 4.35, p = 0.00413. High Visual Fidelity condition has a greater impacton Salient Event counts, (Μ = 14.46, SD = 6), than Low Visual Fidelity condition,(Μ =11.31, SD = 6.37). Using High Visual Fidelity with High Navigational Freedom(showing a strong trend of F(1,60) = 3.23, p = 0.0773) to increase Salient Event countsare critical design features for educational virtual environments, especially since SalientEvents are moderately positively correlated with Knowledge Gained (r = 0.455, N = 64, p= 0.000).Emotional, affective, aesthetic, and subjective attitudes were investigated in the post-experience assessment of the main study on system and learning experience. TotalAttitude is strongly positively and significantly correlated with Awe and Wonder (r =0.727, N = 64, p = 0.000). Also important is the strong, positive, and significantcorrelation of Beauty with Awe and Wonder (r = 0.506, N = 64, p = 0.000). And the onlysignificant subjective emotion or attitude variable correlated to Knowledge Gained, wasAwe and Wonder with a slightly positive statistic: (r = 0.273, N = 64, p = 0.000).Future research will investigate the complexity and causality of such interactions betweenthe child's mental model, the virtual environment, and the user interface in the form ofregression equations, partial differential equations, and Markov models

Learning design thinking online : studying students' learning experience in shared virtual reality

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

An evaluation framework for virtual reality safety training systems in the South African Mining Industry

The mining industry in South Africa contributes significantly to the national economy. Despite stringent safety legislation, mining accidents cause numerous fatalities and injuries. Inadequate or insufficient training is often cited as a root cause of accidents. Conventional class-based safety training has not reduced the incidence of accidents significantly. By contrast, virtual reality training tools can provide simulated exposure to real-world working conditions without the associated risks. This study describes the application of design-based research (DBR) in the design and development of two desktop virtual reality (VR) systems for safety training in the South African mining industry. The results of a usability context analysis were applied in the design of a VR prototype on generic hazards recognition and rectification, which was used and evaluated at South Africa‘s largest platinum mine site. A case study was conducted to investigate the causes and occurrences of falls of ground, which resulted in the design and development of a second VR prototype focusing on identifying and addressing underground geological conditions. DBR was also used in the generation of an evaluation framework for evaluating VR training systems, namely the Desktop VR Evaluation Framework (DEVREF), which is the major deliverable of the research. DEVREF can make a major contribution to the domain of e-training in mines and is transferable and customisable beyond its initial application. The process flow of the research thus moved beyond merely providing a solution to a complex real-world problem and became a classic DBR study with dual outcomes, namely a practical real-world solution in the form of two VR training systems and a theoretical contribution in the form of the DEVREF evaluation framework. DEVREF evaluates the design of desktop VR training systems in the categories of instructional design, usability, VR systems design, and context-specific criteria for mining. The use of DEVREF is demonstrated by reporting the application of its criteria in evaluating the two VR training systems. Heuristic evaluation, end-user surveys, and interviews were used as evaluation methods. A third contribution is methodological, in that this work proposes a new DBR process model and an interaction design lifecycle model suitable for VR training systems.ComputingD. Phil. (Information Systems