Taking VR to school : exploring immersive virtual reality as a tool for environmental science education
- A review of the literature on the educational applications of immersive virtual reality and similar immersive digital environments suggests a framework for the disparate affordances of these technologies in learning environments. In collaboration with classroom teachers, we apply a subset of these affordances to design and deploy an immersive virtual reality experience to teach students about ocean acidification. We examined the effectiveness of this virtual experience on both students' knowledge of ocean acidification and feelings towards the environment, as well as the interactions of the virtual experience with a real ocean exploration. Results of this study show that virtual reality can be an effective way of teaching students about ocean acidification, but that some of that efficacy may be lost in real-world use. Two followup studies in a laboratory setting explore the effect of the learner's self-avatar on the efficacy of the learning environment, and show a link between a learner's feeling of presence in a virtual world and their change in environmental attitude.
|Type of resource
|electronic; electronic resource; remote
|1 online resource.
|Perone, Brian Patrick
|Stanford University, Graduate School of Education.
|Pea, Roy D
|Pea, Roy D
|Statement of responsibility
|Brian Patrick Perone.
|Submitted to the Graduate School of Education.
|Thesis (Ph.D.)--Stanford University, 2016.
- © 2016 by Brian Patrick Perone
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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