Assessing the Use of Virtual Reality Technology in Teaching Marine Ecological Concepts
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| Title: | Assessing the Use of Virtual Reality Technology in Teaching Marine Ecological Concepts |
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| Language: | English |
| Authors: | Emily Duwan, Francis Choi, Brian Helmuth |
| Source: | Journal of STEM Outreach. 2019 2(1). |
| Availability: | Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2019 |
| Sponsoring Agency: | National Aeronautics and Space Administration (NASA) National Science Foundation (NSF), Division of Ocean Sciences (OCE) |
| Contract Number: | NNX11AP77G OCE1635989 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 Grade 11 Grade 12 |
| Descriptors: | Technology Uses in Education, Computer Simulation, Marine Education, Ecology, Scientific Concepts, Instructional Effectiveness, Educational Technology, Educational Environment, Cognitive Objectives, Affective Objectives, Outcomes of Education, Field Trips, Discovery Learning, High School Students, Grade 10, Grade 11, Grade 12, Retention (Psychology), Recall (Psychology), Hands on Science, Learner Engagement |
| Geographic Terms: | Massachusetts |
| ISSN: | 2576-6767 |
| Abstract: | Virtual reality environments are becoming increasingly popular as educational tools, but it remains unclear when these environments enhance learning or when they are a distraction from the learning process. We compared two different methods for teaching ecological concepts about the rocky intertidal zone by comparing an experimental (virtual) class with a control (traditional) type of class. We investigated whether cognitive (i.e., knowledge) and affective (i.e., attitudes, perceptions) outcomes are enhanced when students use lesson plans presented in a virtual reality environment compared with lesson plans facilitated via traditional methods. We also assessed the extent to which these attributes are enhanced when students create their own virtual tours as part of a field-based learning experience. The experimental group showed significantly higher maintenance of knowledge gain than the traditional group at the conclusion of the study, but there were no other significant differences among treatment groups. Feedback from teachers reported that students were more engaged, had better recall, and enjoyed the change from the traditional lecture style. Lack of statistically different scores measuring excitement suggests a need for improvement in the design and implementation of these virtual environments to maximize their appeal to students. However, our results suggest that virtual reality technologies provide an innovative alternative to standard lesson plans that can help improve knowledge retention about ecological concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1419027 |
| Database: | ERIC |
| Abstract: | Virtual reality environments are becoming increasingly popular as educational tools, but it remains unclear when these environments enhance learning or when they are a distraction from the learning process. We compared two different methods for teaching ecological concepts about the rocky intertidal zone by comparing an experimental (virtual) class with a control (traditional) type of class. We investigated whether cognitive (i.e., knowledge) and affective (i.e., attitudes, perceptions) outcomes are enhanced when students use lesson plans presented in a virtual reality environment compared with lesson plans facilitated via traditional methods. We also assessed the extent to which these attributes are enhanced when students create their own virtual tours as part of a field-based learning experience. The experimental group showed significantly higher maintenance of knowledge gain than the traditional group at the conclusion of the study, but there were no other significant differences among treatment groups. Feedback from teachers reported that students were more engaged, had better recall, and enjoyed the change from the traditional lecture style. Lack of statistically different scores measuring excitement suggests a need for improvement in the design and implementation of these virtual environments to maximize their appeal to students. However, our results suggest that virtual reality technologies provide an innovative alternative to standard lesson plans that can help improve knowledge retention about ecological concepts. |
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| ISSN: | 2576-6767 |
