Immersive virtual reality for science learning: Design, implementation, and evaluation

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2022-07-02 DOI:10.1080/03057267.2022.2082680

Henry Matovu, D. Ungu, Mihye Won, Chin-Chung Tsai, D. Treagust, M. Mocerino, R. Tasker

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引用次数: 12

Abstract

ABSTRACT The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.

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科学学习的沉浸式虚拟现实：设计、实施和评估

摘要先进的可视化和交互功能使沉浸式虚拟现实（IVR）对教育工作者研究其教育效益具有吸引力。这项研究回顾了2016-2020年发表的64项研究，以了解科学教育工作者如何设计、实施和评估基于IVR的学习。Dede最初提出的沉浸式设计特征（感官、动作、叙事和社交）为IVR设计的分析提供了框架。教育工作者通常采用IVR来更好地帮助抽象概念的可视化并增强学习体验。IVR应用往往具有感官和动作特征，而忽略了叙事和社交特征。学习理论在基于IVR的学习的设计、实施和评估中似乎没有发挥强大的作用。参与者通常报告他们的IVR经历在参与度和动机方面是积极的，但学习结果喜忧参半。没有发现特定的沉浸式设计功能可以带来更好的学习效果。根据采用IVR和评估方法的理由，仔细考虑沉浸式设计特征，可能有助于对IVR的教育效益进行更有成效的调查，以改善科学教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.