通过布鲁姆分类法的视角分析沉浸式网络环境在课堂中的变革力量

Ricardo Carvalho, Carlos Santos, Fernando Ramos
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摘要

本研究考察了沉浸式网络环境(IWE)在教育中的整合,并通过Bloom分类法探索其教学应用。本研究并没有将学习的改善归功于技术本身,而是关注教师如何在其教学策略中构建和实施IWE。为了评估教师在IWE培训课程后的看法和意图,我们调查了来自不同学科领域的两组教育工作者,采用描述性统计和Mann-Whitney U检验进行分析。研究结果表明,教师对IWE的潜力有积极的看法,并有意将这些工具整合到教学中。然而,该研究强调,成功采用IWE取决于教学设计、专业发展和机构支持。除了评估教师的准备情况外,本研究还提供了有效的IWE整合策略的见解,强调了结构化培训、持续支持和教学一致性的必要性。这项研究为沉浸式学习环境的文献增长做出了贡献,概述了长期采用和可扩展性的关键考虑因素。未来的研究应该探索IWE对教学实践和学生学习成果的持续影响,以及在不同教育环境中更广泛实施的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analyzing the transformative power of Immersive Web Environments in classroom through the lens of Bloom's taxonomy
This study examines the integration of Immersive Web Environments (IWE) in education, exploring their pedagogical application through Bloom's Taxonomy. Rather than attributing learning improvements to technology itself, this research focuses on how teachers' structure and implement IWE within their instructional strategies. To assess teachers' perceptions and intentions following IWE training sessions, we surveyed two cohorts of educators from diverse subject areas, employing descriptive statistics and the Mann-Whitney U test for analysis. The findings indicate positive teacher perceptions of IWE's potential, with moderate to high intentions to integrate these tools into their teaching. However, the study highlights that successful IWE adoption depends on instructional design, professional development, and institutional support. Beyond evaluating teacher readiness, this research offers insights into effective IWE integration strategies, emphasizing the need for structured training, sustained support, and pedagogical alignment. This study contributes to the growing literature on immersive learning environments, outlining key considerations for long-term adoption and scalability. Future research should explore the sustained impact of IWE on teaching practices and student learning outcomes, as well as strategies for broader implementation across diverse educational settings.
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