Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving

Hwang, Wu‐Yuin; Hu, Shih-Shin

doi:10.1016/j.compedu.2012.10.005

Cited by 122 publications

(66 citation statements)

References 13 publications

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“…These results support and extend the findings reported in the research cited earlier (e.g. Carbonneau, Marley, and Selig, 2012;Hwang and Hu, 2013) that manipulation of three-dimensional shapes can lead to improved students' performance on surface area tasks. Teachers incorporating concrete and virtual manipulatives into their instruction can facilitate their students' development of conceptual understanding and problem solving strategies that can be applied to both non-routine tasks and traditional assessments.…”

Section: Resultssupporting

confidence: 91%

“…However, Hwang and Hu (2013) examined the effectiveness of virtual manipulatives on 5 th grade students learning of surface area and volume. Virtual manipulatives are defined as "an interactive, Webbased visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge" (Moyer, Bolyard, & Spikell, 2002, p. 373).…”

Section: Relevant Literaturementioning

confidence: 99%

“…Hwang and Hu found that "Interaction among multiple representations, including manipulation of the 3-D shapes and literacy on the white board, encourages students to interpret mathematical meanings from different viewpoints" (p. 317). Their findings indicate that the virtual "hands-on" learning experience combined with the opportunity for peer collaboration had the greatest effect (Hwang & Hu, 2013).…”

Section: Relevant Literaturementioning

confidence: 99%

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Exploring the Use of STEM-Related Hands-On Instructional Activities to Support Students' Understanding of Algebra and Geometry

Corum

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Through a series of three manuscripts, this dissertation explores how STEMrelated hands-on instructional activities can be use to support students' understanding of algebra and geometry. For the first manuscript, fifth-grade students participated in a digital-fabrication augmented surface area unit in which they fabricated their own rectangular prisms using computer-aided design software. Digital fabrication provided students with the opportunity to develop a conceptual understanding of surface area, as well as two problem solving strategies (Keeping Track and Seeing What's Not Visible).For the second and third manuscripts, students experimentally derived Ampere's Law, which relates three independent variables (number of wraps of wire, length, and electric current) to a single dependent variable (magnetic field strength generated by a solenoid).Rising eighth-grade students participated in a four-part version of the Deriving Ampere's Law activity in which they developed intermediate models analyzing each independent variable separately before developing the final model. Pre-service mathematics teachers and pre-service science teachers participated in a holistic version of the Deriving Ampere's Law activity in which they were asked to only derive the final model. Both the rising eighth-grade students and the pre-service teachers were able to successfully derive Ampere's Law and their participation in the activity revealed different modeling strategies and applications of prior knowledge.

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Section: Resultssupporting

confidence: 91%

Section: Relevant Literaturementioning

confidence: 99%

Section: Relevant Literaturementioning

confidence: 99%

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Exploring the Use of STEM-Related Hands-On Instructional Activities to Support Students' Understanding of Algebra and Geometry

Corum

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“…Here we find Virtual Playground and the exploration of students' understanding of fractions (Roussou, Oliver & Slater, 2006). Related to this, is a Collaborative Virtual Reality Learning Environment (CVRLE) study paying particular attention to geometry and, for example, the calculation of volume (Hwang & Hu, 2013).…”

Section: Virtual Reality In Educationmentioning

confidence: 98%

Virtual realities and education

Curcio

Dipace

Norlund

2016

Research on Education and Media

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“…With this approach, VR can be used as a learning tool for domains related to spatial representation, such as geometry. Hwang and Hu [79] carry out research based on this factor, focusing on the possibilities of VR for training problem solving, in this case, in geometry, a discipline which focuses specially in spatial issues and representation of objects with physical features.…”

Section: Representative and Expressive Power Of Vr Technologymentioning

confidence: 99%

Immersive Environments and Virtual Reality: Systematic Review and Advances in Communication, Interaction and Simulation

Tamayo

Gértrudix

García

2017

MTI

131

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Today, virtual reality and immersive environments are lines of research which can be applied to numerous scientific and educational domains. Immersive digital media needs new approaches regarding its interactive and immersive features, which means the design of new narratives and relationships with users. Additionally, ICT (information and communication theory) evolves through more immersive and interactive scenarios, it being necessary to design and conceive new forms of representing information and improving users' interaction with immersive environments. Virtual reality and technologies associated with the virtuality continuum, such as immersive and digital environments, are emerging media. As a medium, this approach may help to build and represent ideas and concepts, as well as developing new languages. This review analyses the cutting-edge expressive, interactive and representative potential of immersive digital technologies. It also considers future possibilities regarding the evolution of these immersive technologies, such as virtual reality, in coming years, in order to apply them to diverse scientific, artistic or informational and educational domains. We conclude that virtual reality is an ensemble of technological innovations, but also a concept, and propose models to link it with the latest in other domains such as UX (user experience), interaction design. This concept can help researchers and developers to design new experiences and conceive new expressive models that can be applied to a wide range of scientific lines of research and educational dynamics.

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Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving

Cited by 122 publications

References 13 publications

Exploring the Use of STEM-Related Hands-On Instructional Activities to Support Students' Understanding of Algebra and Geometry

Exploring the Use of STEM-Related Hands-On Instructional Activities to Support Students' Understanding of Algebra and Geometry

Virtual realities and education

Immersive Environments and Virtual Reality: Systematic Review and Advances in Communication, Interaction and Simulation

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