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1.
We investigated the learning outcome of teaching an agent via immersive virtual reality (IVR) in two experiments. In Experiment 1, we compared IVR to a less immersive desktop setting and a control condition (writing a summary). Learning outcomes of participants who had explained the topic to an agent via IVR were better. However, this was only the case for participants who scored high on absorption tendency. In Experiment 2, we investigated whether including social cues in the task instructions enhances learning in participants explaining a topic to an agent. Instruction manipulation affected learning as a function of absorption tendency: Low-absorption participants benefitted most from being instructed to imagine they were helping a student peer pass an upcoming test, while high-absorption participants benefitted more when they were to explain the text to a virtual agent. The findings highlight the crucial role of personality traits in learning by teaching in IVR.  相似文献   

2.
The adoption of virtual microscopy at the University of Turku, Finland, created a unique real‐world laboratory for exploring ways of reforming the learning environment. The purpose of this study was to evaluate the students' reactions and the impact of a set of measures designed to boost an experimental group's understanding of abnormal histology through an emphasis on knowledge of normal cells and tissues. The set of measures included (1) digital resources to review normal structures and an entrance examination for enforcement, (2) digital course slides highlighting normal and abnormal tissues, and (3) self‐diagnostic quizzes. The performance of historical controls was used as a baseline, as previous students had never been exposed to the above‐mentioned measures. The students' understanding of normal histology was assessed in the beginning of the module to determine the impact of the first set of measures, whereas that of abnormal histology was assessed at the end of the module to determine the impact of the whole set of measures. The students' reactions to the instructional measures were assessed by course evaluation data. Additionally, four students were interviewed. Results confirmed that the experimental group significantly outperformed the historical controls in understanding normal histology. The students held favorable opinions on the idea of emphasizing normal structures. However, with regards to abnormal histology, the historical controls outperformed the experimental group. In conclusion, allowing students access to high‐quality digitized materials and boosting prerequisite skills are clearly not sufficient to boost final competence. Instead, the solution may lie in making students externally accountable for their learning throughout their training. Anat Sci Educ 6: 73–80. © 2012 American Association of Anatomists.  相似文献   

3.
The aim of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted in on-line discussions when prospective primary mathematics teachers analysed video-cases about mathematics teaching. Prospective teachers enrolled in a mathematics methodology course participated for 4 weeks in two virtual learning environments that integrated the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching. Three aspects were considered relevant to explain the prospective teachers’ learning: the way in which the theoretical information was used to frame and to interpret the events from mathematics teaching; the characteristics of engagement with others participating in the on-line discussions and the role played by prospective teachers’ beliefs. Possible reasons for the importance of these features include the specific questions posed in on-line discussions and the use of video-clips of mathematics teaching. These findings are considered useful in designing virtual learning environments and the kinds of tasks through which the understanding of mathematics teaching and learning-to-notice skills can be developed.  相似文献   

4.
The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students’ background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers’ and students’ perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.  相似文献   

5.
This article presents a role-play game for software project management (SPM) in a three-dimensional online multiuser virtual world. The Opensimulator platform is used for the creation of an immersive virtual environment that facilitates students' collaboration and realistic interaction, in order to manage unexpected events occurring during the development of a software project. Through the simulation of a real-life company, the game aims to enhance experiential learning of human-related issues, such as project team members’ communication and collaboration, which are not easy to be taught through ordinary teaching methods. Roles are assigned to the participating students, who have to overcome problems initiated by non-player-units (software controlled units) while collaborating with other students and the instructor. The instructor, holding a key role in the game, is able to observe the players, intervene and dynamically alter specific game scenario parameters adapting to player encounter difficulties. The environment is combining the experience of a typical game (based on an event-driven SPM scenario and interaction with non-player-units), with the experience of a virtual world (interacting with other players) and has been positively evaluated by the participants regarding the overall game experience and the learning effect.  相似文献   

6.
This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007 ; Deuchar & Nodder, 2003 ; Dickey, 2003 ; Facer, 2004 ; de Freitas, 2006 ; de Freitas & Oliver, 2006 ; Garris, Ahlers & Driskell, 2002 ; JISC, 2007 ; Martino, 2007 ; Prensky, 2004 ; Prensky, 2007 ) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework ( Ministry of Education, 2007 ). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies ( Ministry of Education, 2007 ).  相似文献   

7.
Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as “places” in time–space, encountered sequentially in a fly-through. Testing was via “Which came first, X or Y?” questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a “washing line” of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11–14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7–9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed.  相似文献   

8.
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9.
The concept of social presence proposed in studies on communities of inquiry has highlighted both the importance and the challenges of integrating aspects such as affective and relational expressions among team members while solving collaborative learning tasks, in order to advance in a global comprehension of learning processes. This paper presents a theoretical and methodological proposal for tackling this issue from a socio-cultural perspective by analysing the participants’ discourse in relation to expressions of self-competence (at an individual and group level) concerning the task and group cohesion (task cohesion and social cohesion). This proposal’s potential is illustrated by the empirical results of a case study that analyses social presence during a collaborative work task by university students using the Moodle learning platform.  相似文献   

10.
Teachers’ learning in a learning study   总被引：1，自引：0，他引：1  
The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when planning instruction, and in what way(s) this has an impact on the pupils’ learning outcome when using contrasts in the instruction. The theoretical framework is strongly content related, and by analysing the learning object’s critical aspects the teachers are guided to focus on the content in this particular way. The question “what does it take to develop knowledge about the object of learning?” has to be answered by the teachers before choice of teaching method is made. The research method used is Learning Study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons in three Learning Study cycles (containing three lessons each). The pupils belong to three different classes and are between 9 and 11 years old. The result shows how the teachers gradually use the variation theory when planning instruction and how the learning outcomes shown by the pupils improve. The developed theoretical insight seems to affect the teachers’ ways of seeing the object of learning, such as subtle changes of how to organize the critical features of the learning object, are discerned. In every learning study cycle contrasts are used in one lesson, and in the analysis of the effect of the contrasts, the two remaining lessons are used as control groups. The results show the impact of contrasts in the pupils’ learning outcomes. The need to complement a lesson study with a theoretical perspective on learning is that the teachers are then given the opportunity to make use of the theory when planning instruction individually, not only in a lesson study. There again, the Learning Study model seems to be a powerful model with which to develop teachers’ understanding of the theoretical framework.  相似文献   

11.
Educational technology research and development - The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher...  相似文献   

12.
ABSTRACT

Physical and virtual experimentation are thought to have different affordances for supporting students’ learning. Research investigating the use of physical and virtual experiments to support students’ learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students’ learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students’ (N?=?100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n?=?55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n?=?45), with the opposite sequence. Repeated measures ANOVA’s were conducted to examine how physical and virtual labs impacted students’ learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage.  相似文献   

13.
There have been many studies done to identify the effectivenessof conducting strategy training to develop and improve the students'proficiency in reading instruction.Since the early 1970s research in the field of second languagelearning and teaching has s…  相似文献   

14.
闰菲 《双语学习》2007,(4M):64-65
There have been many studies done to identify the effectiveness of conducting strategy training to develop and improve the students＇ proficiency in reading instruction.  相似文献   

15.
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16.
The preclinical compulsory elective course “Ready for the Operating Room (OR)!?” [in German]: “Fit für den OP (FOP)”] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO‐ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the “deep approach” to learning, as well as a decrease in the “surface approach,” was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3–11. © 2013 American Association of Anatomists.  相似文献   

17.
Educational technology research and development - Psychological ownership (PO) is a sense of being psychologically tied to an object to the extent that it becomes part of the extended self. As...  相似文献   

18.
Virtual reality (VR) platforms act as a potentially transformative tool in learning and teaching. The aim of this study was to examine pre-service teachers’ (PST) perceptions about VR, inclusive of their beliefs about its capacity to be used as a teaching and learning tool. A case-study, conducted at an urban university in Australia involved a sample of n = 41. Participants’ positive perceptions of VR in their teaching relate to its potential to engage learners, the immersive potential of the platform and the scope of VR to offer students experiences they might otherwise not have with other learning tools. Concerns expressed by PSTs include their relatively low self-efficacy to use VR in their teaching, monitoring-related matters, financial cost and implementing the technology in a safe and supportive way. There was a significant difference in PSTs’ amount of self-efficacy to teach using VR when compared to their overall confidence to use digital technologies. PSTs typically had greater awareness of the immersive and engagement potential of VR and less awareness about its potential to foster and promote collaborative learning. This paper contributes to an emerging discourse regarding the possible applications of VR in educational environments and particularly in relation teacher-educator contexts.  相似文献   

19.
The aim of this study is to investigate what is reciprocal understanding in virtual web-based interaction and what does it consist of. The context of this study was an international web-based pre-service teacher education (N=116) course. The study is based on an idea of shared cognition and reciprocal understanding, in particular. It is assumed that reciprocity is an essential component not only of social interaction, but also of successful virtual interaction. Since many kinds of virtual interaction, such as e-learning, web-based courses, and virtual universities are rapidly getting more common in education, there is a need to analyse the issue of reciprocal understanding in web-based learning in order to develop more profound pedagogical models. The results widely show that during this particular web-based course there was reciprocal discussion between the participants. Participants had mutual negotiations and they discussed about issues from a variety of different viewpoints. Seven different ideas were found for the mechanisms of reciprocal understanding. It is concluded that this information is useful for developing a new pedagogical model for web-based learning and enhancing the quality of virtual interaction.  相似文献   

20.
This paper presents a study that examined pupils’ views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch, which sought to renew secondary schools’ health education by developing and utilising an ICT-based learning environment. The research data were collected through a structured questionnaire presented to pupils (N = 92) in two secondary schools, one rural and one urban, in Eastern Finland. The results showed that pupils’ opinions about the ICT-based learning environment were fairly positive. Pupils felt that the ICT-based learning environment was easy to use and supported cooperative learning. Computing and Internet skills positively supported pupils’ favourable attitudes towards the ICT-based learning environment. An interesting result from the point of view of e-learning was that the pupils increased their awareness of how to critically evaluate health information found on the Internet.  相似文献   

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