Virtual Reality in Education: Defining Researchable Issues

Hedburg, John; Alexander, Shirley

doi:10.1080/0952398940310402

Cited by 101 publications

(47 citation statements)

References 5 publications

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“…Students and the teachers who facilitate their learning, explore video environments rich in information and examples that are used to solve increasingly complex problems (CTGV, 1993a;Young, 1993). The research supporting the effectiveness of situated learning in general (Griffin, 1995), and anchored instruction specifically (CTGV, 1993a(CTGV, , 1994, is promising and provides the opportunity to apply this technology-based situated learning approach to other instructional problem areas (Hedberg & Alexander, 1994 (Church & Glennen, 1992;Garner & Campbell, 1987), or training of students to understand cause-and-effect relationships.…”

mentioning

confidence: 99%

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Wissick

Gardner

Langone

1999

Career Development for Exceptional Individuals

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Abstract. The use of video-based multimedia simulations for teaching functional skills to persons with developmental disabilities remains an unexplored application of technology for this group. This article examines the historical literature in this area, and discusses future considerations, design issues, and implications of using multimedia simulations. Implementation issues are presented, and suggestions regarding design, development, and application of multimedia simulations are offered. Considerations address the importance of appropriate role modeling and the combination of video-based simulation and in vivo training to foster generalization and maintenance in the context of transition to the real world.The results of research indicate that successful community-based living and employment for persons with developmental disabilities is linked to the functional skills and knowledge they possess relevant to their home, community, and employment situations (Cuvo 8c Klatt, 1992;Wolfe, 1994). When these skills are taught in the context of community-based instruction, learning is more efficient and long term (Langone, 1990). Community-based instruction is a powerful approach for teaching functional living and vocational skills and has been shown to enhance students' learning of skills needed to become independent in their adult lives (McDonnell, Hardman, Hightower, Keifer-O'Donnell, & Drew, 1993;Snell & Browder, 1986).One issue associated with the delivery of community-based instruction is that the logistics of getting students to training sites frequently enough for learning to occur can pose problems because of travel and scheduling con- For students with developmental disabilities, simulations must be age-appropriate and functional, providing a method for the students to achieve performance in natural settings (Horner, McDonnell, & Bellamy, 1986 (McDonnell & Horner, 1985).The results of research indicate that in order for students to perform skills and generalize those skills in a variety of settings, they had to be taught in several natural settings (McDonnell, Horner, & Williams, 1984). Given the problems of training in the community and the additional problems of providing multiple experiences in the natural setting, researchers explored the use of simulations as an alternative for providing a range of experiences. Neef, Lensbower, Hockersmith, DePalma, and Gray (1990) Brown, Collins, and Duguid (1989) and Lave (1988) believe that learning should be cognitively situated to take place in realistic settings under the guidance of &dquo;experts&dquo; who assist learners with the knowledge they need to solve problems and provide the cultural indoctrination necessary to be successful in certain community environments. A technology-based application of situated cognition has been termed &dquo;anchored instruction&dquo; (CTGV, 1990(CTGV, , 1993b

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mentioning

confidence: 99%

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Wissick

Gardner

Langone

1999

Career Development for Exceptional Individuals

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“…However, immersion should not be treated as a unique property, as it is achieved from a complex interaction of representational fidelity and learner interaction, holding a dependency on other aspects of the environment [2,3]. The use of immersive environments which create a feeling of 'presence' naturally allows for more complex social interactions and designed experiences [4].…”

Section: Prefacementioning

confidence: 99%

Preface to the Special Issue on Immersive Environments: Challenges, Research and New Developments

Peña-Ríos¹,

Pirker²,

Gütl³

et al. 2016

EAI Endorsed Transactions on Future Intelligent Educational Env

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“…In reviewing a research agenda for interactive multimedia, virtual reality and situated learning, Hedberg and Alexander (1994), have argued that interactive multimedia can provide a useful context for the development of what Lave and Wenger (1991) call legitimate peripheral participation. This participation refers to the engagement of a novice in a socially-based practice in which they can perform the same range of skills as an expert.…”

Section: Situated Learning and Interactive Multimediamentioning

confidence: 99%

Multimedia reporting in science problem solving

Harper

Hedberg

Wright

et al. 1995

AJET

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The increasing availability of CD ROM based interactive multimedia packages to support learning in science classrooms offers science teachers new pedagogical opportunities for student-centred and cooperative learning. However, many of the current products do not make full use of the existing technology in schools and even when they do they tend to constrain the student to a very limited view of information and how it can be used as part of student reporting of inquiry projects.Interactivity in many packages has been limited to "point and click" rather than employing instructional strategies that immerse and challenge students. The Interactive Multimedia Learning Laboratory at the University of Wollongong has developed two interactive multimedia packages designed for Australian schools that not only attempt to develop problem solving skills but also allow students to express their ideas with different forms of representation in their reports.Investigating Lake Iluka, based on the ecology of a coastal lake environment uses a text based notebook which allows the student to select text and edit it into their report on their problem investigation A second package, Exploring the Nardoo, based on water management issues extends the concept to include multimedia elements in the student's notebook. The evaluation of both packages has examined the ability of students to express themselves in text together with static and dynamic aural and visual forms. This paper also reports on improvement of scientific understanding and improved problem' reporting based on metacognitive supports included in these interactive multimedia packages, especially the use of genre templates and guides.Current interactive multimedia technologies can represent ideas in almost any mediated form, and provided we can generate a comprehensible metaphor for organising our functional options and the underlying knowledge structures, the student can roam through the resources creating their own meanings and understandings of the phenomena they encounter. This rich context allows the novice to work with authentic

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Virtual Reality in Education: Defining Researchable Issues

Cited by 101 publications

References 5 publications

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

Preface to the Special Issue on Immersive Environments: Challenges, Research and New Developments

Multimedia reporting in science problem solving

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