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A case study of immersive virtual field trips in an elementary classroom: Students' learning experience and teacher-student interaction behaviors

机译：小型课堂沉浸式虚拟实地旅行的案例研究：学生的学习经验和教师 - 学生互动行为

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摘要

The academic evidence for examining the educational influences of immersive virtual reality (VR) with head-mounted displays (HMD) has been relatively limited until now, in particular for virtual field trips which allow teachers to guide students to explore learning elements in virtual environments. This study therefore invited 24 elementary school students to engage in an immersive virtual field trip which was part of a 2-week summer camp on the learning subject of social studies. The students' learning experiences (i.e., perceived presence, motivational beliefs change, and attitudes) were investigated and the teacher-student interaction behaviors in the learning activity were explored. The results showed that the students' motivation was generally enhanced, particularly for the diminishment of test anxiety. The important role of the perceptions of spatial presence and experienced realism in the students' motivational beliefs was also addressed. Moreover, different behavioral patterns of teacher-student interactions during the process of the virtual field trips were identified by lag sequential analysis. This work started a pedagogical research to probe how HMD-based VR technology was applied in classrooms for teachers to lead their students on virtual field trips. The proposed instructional strategies for appropriately guiding students to learn during the process of immersive virtual field trips were also the contribution of this study.
机译：在现在，占据沉浸式显示器（HMD）的沉浸式虚拟现实（VR）的教育影响的学术证据已经相对较为有限，特别是对于虚拟实地考察，允许教师指导学生探索虚拟环境中的学习元素。因此，本研究邀请了24名小学生参与了沉浸式虚拟实地考察，这是社会研究学习主体的2周夏令营的一部分。研究了学生的学习经历（即，感知存在，激励信念变化和态度），探讨了学习活动中的师生互动行为。结果表明，学生的动机通常是增强，特别是为了减少考试焦虑。还解决了在学生的动机信仰中的空间存在和经验丰富的现实主义的看法的重要作用。此外，通过LAG顺序分析识别了在虚拟场途径过程中的教师学生交互的不同行为模式。这项工作开始了一个教学研究，探讨了基于HMD的VR技术在教室里如何应用于教师，以引领学生在虚拟实地考察中。拟议的教学战略，以适当引导学生在沉浸式虚拟实地考察过程中学习的策略也是本研究的贡献。

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