An Empirical Study Using the Cognitive Learning RM2A Model for a STEM Project Based on Gesture-based Technology

Abstract

Virtual reality links the real world with a virtual environment via human movements interacting with machines. Gesture-based technology (GBT), an interactive virtual reality method, can enable teachers and students to use computers or virtual environments to interact with educational resources. Based on GBT and STEM education literature reviews, this research designed an RM2A cognitive learning model for a GBT-based STEM project. The RM2A model included four cognitive learning pathways— rote learning to assimilation, rote learning to accommodation, meaningful learning to assimilation, and meaningful learning to accommodation. To evaluate the effectiveness of the RM2A model, this research employed an empirical study based on a STEM project with "O" state university student participants in the US. The results from the data analysis indicate that the GBT-based RM2A model led students’ development of self-learning, collaborative learning, problem-solving, and creativity development. This research will be helpful for those who study either virtual reality or the educational implementation of GBT by better explaining the link between virtual reality resources and students’ learning.