Precision diagnosis in virtual learning contexts: a predict-observe-explain-diagnose-based approach to scientific inquiry.
Saved in:
| Title: | Precision diagnosis in virtual learning contexts: a predict-observe-explain-diagnose-based approach to scientific inquiry. |
|---|---|
| Authors: | Chen, Kuan-Fu1 (AUTHOR) robertchen@ruahacademy.org, Hwang, Gwo-Jen1,2,3 (AUTHOR) gjhwang.academic@gmail.com, Chen, Mei-Rong Alice4 (AUTHOR) mralice@scu.edu.tw |
| Source: | Educational Technology Research & Development. Dec2025, Vol. 73 Issue 6, p3569-3596. 28p. |
| Subject Terms: | *Inquiry-based learning, *Common misconceptions, *Virtual classrooms, *Academic achievement, Virtual reality, Diagnosis, Scientific method |
| Abstract: | Virtual reality (VR) has been widely adopted in natural science education for learners to engage in inquiry-based learning in a safe and immersive environment. Also, the Predict-Observe-Explain-Evaluate (POEE) strategy is often used in inquiry-based activities to guide learners to understand and delve into their acquired knowledge during the inquiry process. However, the evaluation phase in conventional inquiry-based activities only provides feedback and solutions based on learners' answers to the learning questions. Researchers have pointed out that without analysis and feedback on learners' misconceptions, the learning effects of inquiry-based learning activities may be worse than expected. As a result, the present study proposed a Predict-Observe-Explain-Diagnose (POED)-based VR approach which could diagnose misconceptions and provide guidance. In VR learning activities, in addition to judging whether students' answers are based on accurate reasons, it is helpful to further diagnose the possible misconceptions due to their wrong judgments so as to provide learning guidance. To explore the effectiveness of the proposed approach, the present study adopted a quasi-experimental design and recruited two classes of eighth graders as participants. One class was the experimental group adopting the POED-based VR approach, while the other class was the control group adopting the conventional POEE-based VR approach. The results showed that the experimental group had significantly better performance in learning achievement, problem-solving tendency, critical thinking tendency, and metacognition tendency than the control group. Besides, based on the behavioral analysis results, the POED-based VR approach could help students better understand their own misconceptions in learning, and then have more learning behaviors of reading supplementary materials, which was conducive to constructing accurate knowledge and improving learning performance. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 190277585 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Precision diagnosis in virtual learning contexts: a predict-observe-explain-diagnose-based approach to scientific inquiry. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chen%2C+Kuan-Fu%22">Chen, Kuan-Fu</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> robertchen@ruahacademy.org</i><br /><searchLink fieldCode="AR" term="%22Hwang%2C+Gwo-Jen%22">Hwang, Gwo-Jen</searchLink><relatesTo>1,2,3</relatesTo> (AUTHOR)<i> gjhwang.academic@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Mei-Rong+Alice%22">Chen, Mei-Rong Alice</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> mralice@scu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Dec2025, Vol. 73 Issue 6, p3569-3596. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Common+misconceptions%22">Common misconceptions</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnosis%22">Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+method%22">Scientific method</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Virtual reality (VR) has been widely adopted in natural science education for learners to engage in inquiry-based learning in a safe and immersive environment. Also, the Predict-Observe-Explain-Evaluate (POEE) strategy is often used in inquiry-based activities to guide learners to understand and delve into their acquired knowledge during the inquiry process. However, the evaluation phase in conventional inquiry-based activities only provides feedback and solutions based on learners' answers to the learning questions. Researchers have pointed out that without analysis and feedback on learners' misconceptions, the learning effects of inquiry-based learning activities may be worse than expected. As a result, the present study proposed a Predict-Observe-Explain-Diagnose (POED)-based VR approach which could diagnose misconceptions and provide guidance. In VR learning activities, in addition to judging whether students' answers are based on accurate reasons, it is helpful to further diagnose the possible misconceptions due to their wrong judgments so as to provide learning guidance. To explore the effectiveness of the proposed approach, the present study adopted a quasi-experimental design and recruited two classes of eighth graders as participants. One class was the experimental group adopting the POED-based VR approach, while the other class was the control group adopting the conventional POEE-based VR approach. The results showed that the experimental group had significantly better performance in learning achievement, problem-solving tendency, critical thinking tendency, and metacognition tendency than the control group. Besides, based on the behavioral analysis results, the POED-based VR approach could help students better understand their own misconceptions in learning, and then have more learning behaviors of reading supplementary materials, which was conducive to constructing accurate knowledge and improving learning performance. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190277585 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10527-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 3569 Subjects: – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Common misconceptions Type: general – SubjectFull: Virtual classrooms Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Virtual reality Type: general – SubjectFull: Diagnosis Type: general – SubjectFull: Scientific method Type: general Titles: – TitleFull: Precision diagnosis in virtual learning contexts: a predict-observe-explain-diagnose-based approach to scientific inquiry. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chen, Kuan-Fu – PersonEntity: Name: NameFull: Hwang, Gwo-Jen – PersonEntity: Name: NameFull: Chen, Mei-Rong Alice IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 73 – Type: issue Value: 6 Titles: – TitleFull: Educational Technology Research & Development Type: main |
| ResultId | 1 |
