Virtual Reality Enzymes: An Interdisciplinary and International Project Towards an Inquiry-Based Pedagogy

Ba, Ryan; Xie, Yuan; Zhang, Y.; Taib, Siti Faatihah Binte Mohd; Cai, Yuan; Walker, Zachary; Chen, Z.; Tan, Sandra; Chow, B; Lim, Soo-Siang; Pang, David; Goei, Sui Lin; Matimba, H.E.K.; Joolingen, Wouter van

doi:10.1007/978-981-13-2844-2_5

Cited by 6 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, iVR did not add any advantage to knowledge retention, intrinsic motivation, and perceived enjoyment, compared to the other two conditions (Makransky, Borre-Gude, and Mayer 2019). Several other studies have demonstrated positive effects of iVR on most affective aspects of learning regardless of: iVR's success in supporting actual content or conceptual learning (Garcia-Bonete, Jensen, and Katona 2019;Madden et al 2020;Parong and Mayer 2018;Tan and Waugh 2013), the implementation-related logistical limitations of iVR (Ba et al 2019;Makransky, Terkildsen, and Mayer 2019) and the cyber-sickness that iVR may induce (e.g. Moro, Štromberga, and Stirling 2017).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 74%

Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media-comparison study

Pande

Thit

Sørensen

et al. 2021

Research in Learning Technology

View full text Add to dashboard Cite

Our main goal was to investigate if and how using multiple immersive virtual reality (iVR) simulations and their video playback, in a science course, affects student learning over time. We conducted a longitudinal study, in ecological settings, at an undergraduate field-course on three topics in environmental biology. Twenty-eight undergraduates were randomly assigned to either an iVR-interaction group or a video-viewing group. During the field-course, the iVR group interacted with a head-mounted device-based iVR simulation related to each topic (i.e. total three interventions), while the video group watched a pre-recorded video of the respective simulation on a laptop. Cognitive and affective data were collected through the following checkpoints: a pre-test before the first intervention, one topic-specific post-test immediately after each intervention, a final post-test towards the end of the course, and a longitudinal post-test deployed approximately 2 months after the course. Through a descriptive analysis, it was found that student performance on the knowledge tests increased considerably over time for the iVR group but remained unchanged for the video group. While no within- or between-group differences were noted for intrinsic motivation and self-efficacy measures, students in the iVR group enjoyed all the simulations, and perceived themselves to benefit from those simulations.

show abstract

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 74%

Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media-comparison study

Pande

Thit

Sørensen

et al. 2021

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…(2019) add that new educational technologies must be designed to improve creative and research activities in the field of science. However, it is essential involve faculty in the design of the artifacts so that they can incorporate the material classroom instruction (Ba & al., 2019;Chang & al., 2019;Cooper & al., 2019). According to Bates (2017), educational tools should be designed as close as possible to reality, which improves cognition learners and thereby provides effective learning.…”

Section: The Designmentioning

confidence: 99%

“…According to Ba & al. (2019), VR and AR are seen by experts as technologies of the future in education, these authors draw on several studies in the field of science.…”

Section: Limitsmentioning

confidence: 99%

Virtual and Augmented Reality in school context: A literature review

Yassine

Belhadaoui

2021

E3S Web Conf.

View full text Add to dashboard Cite

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. But, the integration of VR/AR equipment in classrooms raises questions. What is the place of augmented and virtual reality in education and teaching? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the question », and, secondly, to identify principles that can guide the design of educational artefacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

show abstract

“…However, economic and practical constraints can restrict the scope of such activities (Tobin et al, 2001). One way of increasing the breadth of these interventions is by using technology such as immersive virtual reality (IVR; Ba et al, 2019). By using head‐mounted displays (HMDs), educators can provide experiences that deal with phenomena that are not easily accessible in a traditional classroom setting (Meyer et al, 2019) to facilitate authentic scientific learning.…”

Section: Introductionmentioning

confidence: 99%

Fostering science interests through head‐mounted displays

Andersen

Klingenberg

Petersen

et al. 2022

Computer Assisted Learning

View full text Add to dashboard Cite

Background: Research suggests that head-mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention.Objectives: We investigated the effects of a one-time experience of a virtual field trip to Greenland in a sample of 105 middle school students. Methods: Students used either a standard 2D video (video condition; N = 50) or an HMD (HMD condition; N = 55) as part of a six-lesson educational activity on the topic of climate change. Informed by social cognitive career theory (SCCT), we investigated the effects of the different conditions (video vs. HMD) on the outcomes of self-efficacy, outcome expectations, interest, and science intentions across three time points. Results and Conclusions:The results showed that using the HMD-based virtual field trip, compared to the video, had a positive immediate effect on self-efficacy and interest, and total later effects on self-efficacy, outcome expectations, and interest an average of two and a half weeks after the virtual field trip. The results suggest that HMD-based virtual field trips can influence self-efficacy, outcome expectations, and interest more than a video-based virtual field trip when measured approximately two and a half weeks after the intervention.

show abstract

Virtual Reality Enzymes: An Interdisciplinary and International Project Towards an Inquiry-Based Pedagogy

Cited by 6 publications

References 16 publications

Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media-comparison study

Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media-comparison study

Virtual and Augmented Reality in school context: A literature review

Fostering science interests through head‐mounted displays

Contact Info

Product

Resources

About