虚拟现实游戏促进 3D 多模态设计和跨课程知识的学习

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摘要

摘要 沉浸式虚拟现实(VR)预计将在本十年达到发展高峰,为各级教育的三维多模态设计带来新的机遇。在澳大利亚课程中,从小学到 12 年级的各级教育都强调了学生需要获得使用多模态文本的能力,即结合两种或两种以上模态(如口语、书面和视觉)的文本。同样,在全球范围内,技术支持教学法的使用也在不断增加,使得多模态文本在所有知识领域无处不在。这项原创性的课堂定性研究调查了学生使用沉浸式虚拟现实头戴显示器对多模态文本进行三维设计的情况。高年级小学生(10-12 岁,n = 48)通过二维绘画、写作、演讲和使用 VR 进行三维多模态设计来传递他们对古罗马的了解。通过对视频数据、屏幕记录和思考-朗读协议进行多模态分析,以及对学生和教师访谈进行主题编码,得出了四项重要发现:(i) VR 游戏通过触觉和身临其境的体验支持三维多模态设计;(ii) VR 通过创造性的重新设计提高了成绩;(iii) VR 支持知识的应用、巩固和迁移;(iv) VR 在教学上的优势体现在并改变了实践。鉴于虚拟现实技术越来越容易获得和负担得起,而且需要将研究与教学实践联系起来,以支持学生在整个课程中通过多模态学习获得先进的知识和能力,因此这项研究非常及时且意义重大。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Virtual reality games for 3D multimodal designing and knowledge across the curriculum

Abstract

Immersive virtual reality (VR) is anticipated to peak in development this decade bringing new opportunities for 3D multimodal designing across all levels of education. The need for students to gain capabilities with multimodal texts—texts that combine two or more modes, such as spoken, written, and visual—is emphasised at all levels of education from P-12 in the Australian Curriculum. Likewise, the use of technology-supported pedagogies is increasing worldwide, rendering multimodal texts ubiquitous across all knowledge domains. This original, qualitative classroom research investigated students’ 3D designing of multimodal texts using an immersive VR head-mounted display. Upper primary students (ages 10–12 years, n = 48) transferred their knowledge of ancient Rome through 2D drawing, writing, speaking, and 3D multimodal designing with VR. The application of multimodal analysis to video data, screen recordings, and think-aloud protocols, and the thematic coding of student and teacher interviews yielded four key findings: (i) VR gaming supported 3D multimodal designing through haptic and embodied experience, (ii) VR improved performance through creative redesigning, (iii) VR-supported knowledge application, consolidation, and transfer, and (iv) pedagogical strengths of VR were situated and transformed practice. This research is timely and significant given the increasing accessibility and affordability of VR and the need to connect research and pedagogical practice to support students’ advanced knowledge and capabilities with multimodal learning across the curriculum.

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