Examination of the Effects of Dimensionality on Cognitive Processing in Science: A Computational Modeling Experiment Comparing Online Laboratory Simulations and Serious Educational Games

Lamb, Richard

doi:10.1007/s10956-015-9587-z

Cited by 22 publications

(9 citation statements)

References 59 publications

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“…3D technology can simulate the same learning environment as the real‐life environment and the application environment. This can in turn solve the problem of knowledge transfer and adapting situational knowledge that is not easily taught by ordinary teaching methods, such as English learning (Berns, Gonzalez‐Pardo, & Camacho, 2013), scientific experiment simulation (Lamb, 2016) and company project management (Maratou, Chatzidaki, & Xenos, 2014). Like the 3D environment, AR technology can help learners connect what they observe in the real world with relevant knowledge, thereby deepening learners' understanding and memory of knowledge and promoting meaningful learning, such as in science courses (Bressler & Bodzin, 2013; Furió, González‐Gancedo, Juan, Seguí, & Costa, 2013; Furió, Juan, Seguí, & Vivó, 2015; Hwang et al, 2015).…”

Section: What Is Educational Games Research Currently Studying?mentioning

confidence: 99%

To learn scientifically, effectively, and enjoyably: A review of educational games

Zeng

Parks

Shang

2020

Human Behav and Emerg Tech

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With the rapid development of technology, the variety, quality, performance, and social penetration of video games has reached an unprecedented height. The crossborder combination of education and games has received extensive attention from various areas of society, including education, technology, and so forth. Educational games can create an attractive learning environment for students, make learning more interesting, and enable students to learn by doing, thus improving students' high-level abilities. Educational games can make learning more scientific, enjoyable, and more effective. Many scholars and institutions have carried out a lot of research and practice about educational games. Based on the educational games research, this review will answer four questions: What are educational games? What is educational games research currently studying? What are the outcomes and benefits of educational games? What are the research directions of future educational games? K E Y W O R D S

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Section: What Is Educational Games Research Currently Studying?mentioning

confidence: 99%

To learn scientifically, effectively, and enjoyably: A review of educational games

Zeng

Parks

Shang

2020

Human Behav and Emerg Tech

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“…Game genre has been compared to a pedagogical stance or approach that is frequently described for other types of instructional strategies. A game genre has helped students navigate disciplinary content and achieve specific types of educational outcomes (Foster, 2011; Lamb, 2016; Lameras et al., 2017). Squire (2006) has proposed that game genres can be divided into two major categories: exogenous games that essentially teach through transmission and drill and practice, and endogenous games in which learning happens through experimentation, discovery, and meaning making.…”

Section: Background and Review Of The Literaturementioning

confidence: 99%

Effect of a Serious Educational Game on Academic and Affective Outcomes for Statistics Instruction

Wronowski

Urick

Wilson

et al. 2019

Journal of Educational Computing Research

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The overuse of lecture-based approaches for instruction in university courses may have limited student access to knowledge, particularly the transfer of complex concepts, such as central limit theorem in statistics. This study seeks to contribute to empirical research regarding the effectiveness of serious educational games (SEGs) to increase undergraduates’ conceptual understanding and affective interest in statistics. An experimental design was used to test the efficacy of an SEG, Deadly Distribution, which simulates a real-world context to learn and interact with statistics concepts, compared to traditional notes and homework problems, as supplements to instruction in addition to class lectures. Students who played the game had similar increases in academic growth of conceptual knowledge as students who studied traditional course material. Furthermore, this treatment group had a significant increase in affective outcomes compared to the control group. These findings extend the current literature, which is mixed and sparse, on the effectiveness of SEGs in the undergraduate classroom. In an undergraduate introductory statistics course, an SEG might be an effective substitute for traditional study time of course materials outside of class to increase their affect toward the subject matter and produce similar gains for students who might not otherwise study.

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“…In order to accomplish this transition from one to the other, VR environments require immersion and realism along with the ability to construct knowledge through interaction. Immersion and realism will allow VR tools to train for similar tasks and reasoning in the real world as found in other studies (Lamb, 2016;Lamb, Annetta, Firestone, & Etopio, 2018). As a result, VR environments provide rich teaching opportunities and help to improve learners' ability to analyze problems and explore new concepts associated with the environment.…”

Section: Discussionmentioning

confidence: 81%

“…Several studies have probed technologies related to VR and its effect on science education regarding; (a) conceptual change (Clark & Mayer, 2016), (b) laboratory work (Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, & Wenderoth, 2014), (c) science inquiry-based 2 / 13 learning (Crawford, Capps, van Driel, Lederman, Lederman, Luft, & Wong, 2014), (d) scientific argumentation (Choi, Hand, & Greenbowe, 2013), and (e) spatial ability (Lamb, 2016;Lamb, Annetta, Firestone, & Etopio, 2018). The results of these studies are mostly limited to illustrating learners' attitudes related to VR (e.g., satisfaction or perceived usefulness), and only hint at possible improvement in student outcomes related to skill development and content.…”

Section: Introductionmentioning

confidence: 99%

“…This promotes the three critical aspects of VR immersion, fluidity, and authenticity (Lamb, 2019). EVR simulations allow students and instructors to examine phenomena at the microscale and macroscale levels with transition between the scales occurring simply by gesturing allowing for greater student control and exploration of the content (Lamb, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality Laboratories: A Way Forward for Schools?

Lamb

Lin

Firestone

2020

EURASIA J Math Sci Tech Ed

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In recent years, the applications of virtual reality (VR) in learning environments has received considerable attention. This attention occurs as a part of a wider trend seen since the early millennium. This trend is that of increasing attention being placed on modes of instruction that can supply greater realism and immersion in the science classroom. VR is used in this study as a digital learning environment support tool. VR is defined as the use of three-dimensional graphic systems in combination with various interfaces to provide the effect of immersion and interaction in computer generated environments. The purpose of this study was to investigate the barriers to content learning and immersion of a VR laboratory designed to replicated hands-on laboratory for a large university system. The primary means for data collection was the use of a combination multiple choice and open-ended survey response in conjunction with interviews. Twelve faculty and 285 students took part in a pilot program testing a VR based laboratory system as a part of an undergraduate life sciences class. Overall, the results suggest the VR system as it is currently implemented is not yet ready for large-scale implementation due to barriers related to immersion and interface in the classroom. This study also provides design recommendations that may assist in the further development for VR use in the classroom in future iterations.

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Examination of the Effects of Dimensionality on Cognitive Processing in Science: A Computational Modeling Experiment Comparing Online Laboratory Simulations and Serious Educational Games

Cited by 22 publications

References 59 publications

To learn scientifically, effectively, and enjoyably: A review of educational games

To learn scientifically, effectively, and enjoyably: A review of educational games

Effect of a Serious Educational Game on Academic and Affective Outcomes for Statistics Instruction

Virtual Reality Laboratories: A Way Forward for Schools?

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