3D virtual learning environments in education: a meta-review

Reisoğlu, İlknur; Topu, Fatma Burcu; Yılmaz, Rabia; Yılmaz, Türkan Karakuş; Göktaş, Yüksel

doi:10.1007/s12564-016-9467-0

Cited by 97 publications

(91 citation statements)

References 65 publications

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“…In relation to the virtual reality research field itself, we align most with the typology of technologically enhanced learning environments as being a Simulation Environment : namely, our VR 360 designs provided our students with “[a] modeling environment designed to simulate activities that are unlikely to happen in real life due to danger and expense” (Reisoğlu, Topu, Yılmaz, Yılmaz, & Göktaş, , p. 85). To clarify, we are not arguing that the contexts are “dangerous”; instead, thinking pragmatically about the struggles science teachers have with designing relevant science curriculum for diverse youth (Braaten & Sheth, ; Mensah et al, ), we contend that to take whole classrooms of 30+ children into their local community (while applaudable) is often not possible given economic and organizational resource restraints often lamented about in urban schools.…”

Section: Technology Rationale and Designmentioning

confidence: 99%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.

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Section: Technology Rationale and Designmentioning

confidence: 99%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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“…Of the various genres of video games, massively multiplayer online games (MMOGs) is one that has been specifically designed and widely used for educational purposes to enable student interactions, develop new literacies, and conduct problem solving and scientific inquiry (e.g. Annetta, Minogue, Holmes, & Cheng, 2009;Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005;Reisoğlu, Topu, Yılmaz, Yılmaz, & Göktaş, 2017;Sabourin, Rowe, Mott, & Lester, 2012).…”

Section: Learning In Massively Multiplayer Online Games (Mmogs)mentioning

confidence: 99%

Analyzing gameplay data to inform feedback loops in The Radix Endeavor

Cheng

Rosenheck

Lin

et al. 2017

Computers & Education

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The purpose of this study is to explore some of the ways in which gameplay data can be analyzed to yield results that feed back into the learning ecosystem. There is a solid research base showing the positive impact that games can have on learning, and useful methods in educational data mining. However, there is still much to be explored in terms of what the results of gameplay data analysis can tell stakeholders and how those results can be used to improve learning. As one step toward addressing this, researchers in this study collected back-end data from high school students as they played an MMOG called The Radix Endeavor.Data from a specific genetics quest in the game were analyzed by using data mining techniques including the classification tree method. These techniques were used to examine the relationship between tool use and quest completion, how use of certain tools may influence content-related game choices, and the multiple pathways available to players in the game. The study identified that in this quest use of the trait examiner tool was most likely to lead to success, though a greater number of trait decoder tool uses could also lead to success, perhaps because in those cases players solving problems about genetic traits at an earlier point. These results also demonstrate the multiple strategies available to Radix players that provide different pathways to quest completion. Given these methods of analysis and quest-specific results, the study applies the findings to suggest ways to validate and refine the game design, and to provide useful feedback to students and teachers. The study suggests ways that analysis of gameplay data can be part of a feedback loop to improve a digital learning experience.

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“…No que se refere às plataformas de desenvolvimento de MV3D utilizadas, destaca-se com maioria a Second Life (11), em concordância com o que também foi identificado nas pesquisas de Nunes et al (2016) e Reisoglu et al (2017). Logo em seguida, as plataformas OpenSimulator (7) e Open Wonderland (1).…”

Section: Análise E Discussão Dos Resultadosunclassified

“…No tocante aos tipos de pesquisas realizadas, verifica-se na Tabela 2 que o Estudo de Caso ocorreu na maioria dos trabalhos (13), o que também foi predominante na revisão de literatura realizada por Reisoglu et al (2017). Esta forma de pesquisa é típica em áreas mais novas, nas quais não se dispõe de grandes bases de dados para testar teorias, como é o caso dos MV3D, sendo também interessante para avaliar o comportamento de usuários quando utilizam ambientes propostos.…”

Section: Análise E Discussão Dos Resultadosunclassified

“…Os autores concluíram que existem vários desafios a serem explorados, que vão desde disciplinas e conteúdos que ainda não foram abordados e abordagens que considerem a autoria multi-usuário. Reisoglu et al (2017) conduziram uma pesquisa empírica a qual denominaram "meta revisão", examinando um total de 167 estudos. Entre as conclusões os autores verificaram que estudos de caso e pesquisas quasi-experimentais foram as mais comuns, e que o tamanho das amostras ficou abaixo 100 para a maioria dos estudos.…”

Section: Referencial Teórico E Trabalhos Relacionadosunclassified

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