• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Science Education and Technology >A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles
【24h】

A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles

机译：沉浸式虚拟现实的查询物理学学习经验：学生看法和概念收益与态度概况之间的互动效果

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The integration of immersive virtual reality (VR) in authentic science classrooms can result in a totally new learning experience for the students. However, the effect of such a learning experience on students' conceptual learning gains and their perceptions of the experience, while considering students' pre-existing science- and digital technologies-related attitudinal profiles, has not been explored to date. In this study, we have enacted a 90-min technology-enhanced inquiry-based intervention with high-school students (n = 107), on the topic of the Special Theory of Relativity in a Physics course, using a learning experience design, structured around an immersive VR simulation. Firstly, we aimed at examining students' attitudinal profiles and, secondly, at exploring the potential differences of those profiles in relation to conceptual learning gains and perceptions of the learning experience. A clustering analysis has revealed two attitudinal profiles: the low-attitudes profile (n = 48) included students with low science- and digital technologies-related attitudes, and the opposite for the high-attitudes profile (n = 59). Results from a 2 x 2 RM ANOVA indicated a statistically significant interaction between conceptual learning gains and attitudinal profiles. In addition, a one-way MANOVA test showed statistically significant differences between the two profiles in relation to students' perceptions of the learning experience, with the students of the high-attitude profile outperforming their counterparts. We discuss our findings, focusing on the implications of students' individual differences in learning and attitudes linked to the integration of immersive VR in inquiry-based instruction.
机译：正宗科学教室中的沉浸式虚拟现实（VR）的整合可能会为学生提供全新的学习体验。然而，在考虑学生预先存在的科学和数字技术相关的态度概况的同时，迄今尚未探讨这种学习经验对学生的概念学习收益及其对经验的看法的影响。在这项研究中，我们颁布了一个90分钟的技术增强的基于探究性的探究性干预措施，高中生（n = 107），在物理过程中相对论的特殊理论的主题，使用学习体验设计，结构化沉浸在沉浸式VR仿真周围。首先，我们旨在审查学生的态度概况，其次，探索与概念学习获得和对学习经历的看法相关的潜在差异。聚类分析揭示了两个态度概况：低态度概况（n = 48）包括具有低科学和数字技术相关态度的学生，以及高态度概况的相反（n = 59）。来自2×2 rm Anova的结果表明了概念学习收益和态度概况之间的统计上显着的相互作用。此外，单向Manova测试在与学生对学习经历的看法相关的两个概况之间表现出统计上显着的差异，以及高态度配置文件的学生表现出他们的对应物。我们讨论了我们的调查结果，重点关注学生个人差异的影响和态度与基于查询教学中的沉浸式VR的整合相关的态度。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号