The purpose of this study was to investigate the role textbooks can play on writing complexity and lexical density as a proxy for critical thinking and ultimately learning, in relation to argumentative and summative writing when integrated with a virtual reality experience. In this study, differences in writing complexity and lexical density scores were measured across four different pedagogical modalities: VR alone, VR followed by textbook readings, textbook readings followed by VR, and textbook readings alone. Adult students, recruited from non-science-based higher education programs, responded to two prompts related to content found in the VR environments and discussed in the textbooks. The authors hypothesized that exposure to a virtual marine environment prior to responding to the writing prompts would enhance both argumentative and summative writing products, when compared to participants who only had access to the textbook experiences. Participants who were exposed to the VR environment then a textbook demonstrated significantly greater writing complexity and lexical density scores than those who had access to VR alone, or access to the text alone.
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Virtual Reality Simulation: Effects on Academic Performance Within Two Domains of Writing in Science
Lamb Richard L. Etopio Elisabeth Hand Brian Yoon Sae Yeol 《Journal of Science Education and Technology》2019,28(4):371-381
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Journal of Science Education and Technology - The purpose of the present study was to investigate, compare, and characterize interactive VR-based preservice science teacher clinical teaching... 相似文献
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Journal of Science Education and Technology - This study investigates the role that textbooks, virtual reality (VR), and mixed approaches (i.e., text and VR) can play in the development of the two... 相似文献
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