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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
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
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  Data: Assessing the Use of Virtual Reality Technology in Teaching Marine Ecological Concepts
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  Data: 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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    Languages:
      – Text: English
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        PageCount: 11
    Subjects:
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Marine Education
        Type: general
      – SubjectFull: Ecology
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Educational Technology
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      – SubjectFull: Cognitive Objectives
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      – SubjectFull: Affective Objectives
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Field Trips
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      – SubjectFull: Discovery Learning
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      – SubjectFull: High School Students
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      – SubjectFull: Grade 10
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      – SubjectFull: Grade 11
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      – SubjectFull: Grade 12
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      – SubjectFull: Retention (Psychology)
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      – SubjectFull: Recall (Psychology)
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      – SubjectFull: Hands on Science
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Massachusetts
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      – TitleFull: Assessing the Use of Virtual Reality Technology in Teaching Marine Ecological Concepts
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