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Barab, Sasha A.; Hay, Kenneth E.; Squire, Kurt; Barnett, Michael; Schmidt, Rae; Karrigan, Kristen; Yamagata-Lynch, Lisa C.; Johnson, Christine

doi:10.1023/a:1009416822783

Cited by 65 publications

(10 citation statements)

References 39 publications

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“…The 3D visualization helps to improve a student's imagination by developing a student's capacity to detect and follow near invisible cues. Barab et al (2000) found that 3D virtual worlds are an effective tool to foster undergraduate students' understanding of course contents. Students can repeat virtual reality simulations at home or anywhere according to their need so that they will form students' critical thinking skills and scientific attitude.…”

Section: Figure 9 Graph Of Multivariate Normality Testmentioning

confidence: 99%

“…This media can improve students' critical thinking skills and scientific attitude well. Learning media such as 3D visualization have a positive influence in gaining learning experience, getting used to doing scientific attitudes, exercising imagination, increasing critical thinking skills, and improving learning outcomes (Barab et al, 2000;Higgins et al, 2014;Jabbour, 2014;Omilani et al, 2016).…”

Section: Figure 9 Graph Of Multivariate Normality Testmentioning

confidence: 99%

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Effect of 3D Visualization on Students’ Critical Thinking Skills and Scientific Attitude in Chemistry

Astuti¹,

Sugiyarto²,

Ikhsan³

2020

INT J INSTRUCTION

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The 3D visualization program paves the way for the development of virtual reality. This study produces a 3D visualization program in virtual reality to increase high school students' critical thinking skills and scientific attitude. The Research and Development (R&D) method was based on the ADDIE modelanalysis, design, develop, implement, and evaluate with quasi experimentalposttest design. The data of students' scientific attitude was collected through questionnaire adapted from several books and jounals, and those of the students' critical thinking skills was collected through chemical bonding test. A total of 96 grade 10th students were cluster randomly selected from senior high school in Gunungkidul Regency, Yogyakarta, Indonesia. The samples were set into three different classes, namely Class CG using a wet laboratory, Class EG-1 using a virtual reality laboratory integrated hybrid learning, and Class EG-2 using both of them. Based on the MANOVA test, it was found that students who used 3D visualization had better results in critical thinking skills and scientific attitudes.

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Section: Figure 9 Graph Of Multivariate Normality Testmentioning

confidence: 99%

Section: Figure 9 Graph Of Multivariate Normality Testmentioning

confidence: 99%

Effect of 3D Visualization on Students’ Critical Thinking Skills and Scientific Attitude in Chemistry

Astuti¹,

Sugiyarto²,

Ikhsan³

2020

INT J INSTRUCTION

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“…Engagement experiences are also present and, by using virtual worlds as the learning environment, enthusiasm for learning can increase. It has also been documented that the 3D virtual worlds facilitate the visualization of difficult content and offer tools for learning challenging concepts [14]. The benefits of Second Life, in particular, include providing "a social laboratory where role-playing, simulations, exploration, and experimentation can be tried out in a relatively risk-free environment" [15].…”

Section: Paper Design Of Virtual Learning Environmentsmentioning

confidence: 99%

Design of Virtual Learning Environments: Learning Analytics and Identification of Affordances and Barriers

et al. 2015

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Abstract-The future of educational technology has been envisioned to have increasing focus on simulations, game based learning, virtual learning environments and virtual worlds. The technologies aim to provide authentic learning and enable deeper, more complex and contextual understanding for students. To study the impact of virtual learning environments for natural sciences and engineering education, we have designed and implemented a virtual laboratory, LabLife3D, in Second Life. To date we have designed six virtual laboratory exercises in the biological sciences and chemistry and additionally created a system to gather behavioristic data during laboratory simulations for the purpose of learning analytics. This paper presents the design process of laboratory exercises and discusses the contentspecific learning goals and outcomes. Additionally, this paper discusses the use of heuristic usability review used to improve the virtual learning environment. Lastly, the results from student and teacher interviews are presented, together with results of the learning analytics study. The discussion also includes student identified affordances and barriers for learning. We conclude that authentic and deep learning is possible within virtual worlds. Furthermore, the results of this study are not only limited to virtual worlds, but could also apply to other areas of digital educational technology.

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“…Engagement experiences are also present and by using virtual worlds as the learning environments enthusiasm for learning can increase. It has also been documented that the 3D virtual worlds facilitate the visualization of difficult content and offer tools for learning challenging concepts (Barab et al, 2000). The benefits of Second Life, in particular, include providing "a social laboratory where role-playing, simulations, exploration, and experimentation can be tried out in a relatively riskfree environment" (Graves, 2008).…”

Section: Engaged Learning Promoted By Virtual Worldsmentioning

confidence: 99%

Designing Virtual Laboratories - Decarboxylation Reactions, Vacuum Distillation and Virus Identification by PCR in the Lablife3D Second Life Laboratory

Kangasniemi¹,

Olkinuora²,

Joensuu³

et al. 2013

Proceedings of the 5th International Conference on Computer Supported Education

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Practical skills are one of the core competencies in technology, engineering and the natural sciences. However, the busy curriculum in many universities lacks space and time for the learning-by-doing experience to mature. Therefore, we have designed and implemented a virtual laboratory, LabLife3D, to Second Life, to bridge the gap between theory and practice. To date, we have designed five virtual laboratory exercises in the biological sciences and chemistry there: a virus isolation experiment, a laboratory safety tutorial, organic chemistry simulations on (a) decarboxylation reactions and (b) vacuum distillation, and a molecular biology simulation on identifying a virus with polymerase chain reaction (PCR). This paper presents their design process and outlines their contents. General design objectives in virtual laboratories are also discussed, along with laboratory simulations in Second Life by other groups. All the exercises have been designed in accordance with content-specific learning goals and outcomes, which are discussed. In addition to creation of contents, we have also recently studied the usability of our simulations and conducted a student assessment. Preliminary results of the student assessment are presented. 1 MOTIVATION Three-dimensional (3D) virtual worlds represent recent developments in information technology and they will undoubtedly become significant learning spaces for future student generations, the so-called "Millennials" or "Digital Natives". Evidently, though, virtual worlds have not gained as much attention in university education as have other professional computer applications, the social media or user-generated encyclopaedias. Moreover, 3D worlds are often not recognized as a specific entity. Rather, they are often referred to as only a part of elearning, which has caused some of the interest in the more exciting applications of 3D virtual worlds to stagnate. 3D virtual worlds and other virtual learning spaces are best understood as an alternative, not a replacement, to face-to-face communication and traditional teaching methods. They have many significant advantages compared to solely real-life learning spaces, some of which include the following: 1. Virtual worlds are extremely flexible, allowing

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Cited by 65 publications

References 39 publications

Effect of 3D Visualization on Students’ Critical Thinking Skills and Scientific Attitude in Chemistry

Effect of 3D Visualization on Students’ Critical Thinking Skills and Scientific Attitude in Chemistry

Design of Virtual Learning Environments: Learning Analytics and Identification of Affordances and Barriers

Designing Virtual Laboratories - Decarboxylation Reactions, Vacuum Distillation and Virus Identification by PCR in the Lablife3D Second Life Laboratory

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