{"title":"沉浸式虚拟现实科学课堂中小学生学业情绪与学习成绩的研究","authors":"Ruixue Liu, Jian Kang, Lei Wang, Minsheng Fan","doi":"10.1109/ISET55194.2022.00042","DOIUrl":null,"url":null,"abstract":"The advancement in immersive virtual reality (IVR) offers many opportunities for science education. This study investigated the effects of an integrated IVR-based classroom on primary school students' academic emotions and learning achievement. A total of 44 fifth-grade students from primary schools (one primary school in northeast China) were recruited as participants. We used an academic emotion questionnaire to survey students' class-related academic emotions and knowledge post-test so as to measure the students' understanding of the IVR science lesson. The results show that most of the primary school students experienced positive academic emotions (e.g., enjoyment and hope) before the class, and “enjoyment”, “hope”, and “pride” during the class, as well as “enjoyment” and “pride” after the class. Students experienced greater positive emotions than negative emotions. Moreover, they displayed a better understanding of the scientific material taught.","PeriodicalId":365516,"journal":{"name":"2022 International Symposium on Educational Technology (ISET)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Exploring Primary School Students' Academic Emotions and Learning Achievement in an Immersive Virtual Reality Science Classroom\",\"authors\":\"Ruixue Liu, Jian Kang, Lei Wang, Minsheng Fan\",\"doi\":\"10.1109/ISET55194.2022.00042\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The advancement in immersive virtual reality (IVR) offers many opportunities for science education. This study investigated the effects of an integrated IVR-based classroom on primary school students' academic emotions and learning achievement. A total of 44 fifth-grade students from primary schools (one primary school in northeast China) were recruited as participants. We used an academic emotion questionnaire to survey students' class-related academic emotions and knowledge post-test so as to measure the students' understanding of the IVR science lesson. The results show that most of the primary school students experienced positive academic emotions (e.g., enjoyment and hope) before the class, and “enjoyment”, “hope”, and “pride” during the class, as well as “enjoyment” and “pride” after the class. Students experienced greater positive emotions than negative emotions. Moreover, they displayed a better understanding of the scientific material taught.\",\"PeriodicalId\":365516,\"journal\":{\"name\":\"2022 International Symposium on Educational Technology (ISET)\",\"volume\":\"26 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2022 International Symposium on Educational Technology (ISET)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ISET55194.2022.00042\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2022 International Symposium on Educational Technology (ISET)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ISET55194.2022.00042","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Exploring Primary School Students' Academic Emotions and Learning Achievement in an Immersive Virtual Reality Science Classroom
The advancement in immersive virtual reality (IVR) offers many opportunities for science education. This study investigated the effects of an integrated IVR-based classroom on primary school students' academic emotions and learning achievement. A total of 44 fifth-grade students from primary schools (one primary school in northeast China) were recruited as participants. We used an academic emotion questionnaire to survey students' class-related academic emotions and knowledge post-test so as to measure the students' understanding of the IVR science lesson. The results show that most of the primary school students experienced positive academic emotions (e.g., enjoyment and hope) before the class, and “enjoyment”, “hope”, and “pride” during the class, as well as “enjoyment” and “pride” after the class. Students experienced greater positive emotions than negative emotions. Moreover, they displayed a better understanding of the scientific material taught.