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From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach.

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Title: From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach.
Authors: Hwang, Gwo-Jen (AUTHOR), Chien, Shu-Yun (AUTHOR), Chen, Ting-Wei (AUTHOR), Chang, Chun-Chun (AUTHOR)
Source: Educational Technology Research & Development. Aug2025, Vol. 73 Issue 4, p2305-2331. 27p.
Subjects: Science education, Virtual reality, Cognitive ability, Academic achievement, Associative learning, Self-efficacy, Inquiry-based learning, Critical thinking
Abstract: Science education aims to enhance students' scientific knowledge and inquiry ability. In recent years, due to the advancements of computer and network technology, as well as the considerations of safety and cost, virtual reality (VR) has been gradually applied in scientific inquiry activities. When implementing inquiry-based learning in the past, students were usually guided to complete tasks by following the steps of observation, identification and summary. However, scholars have pointed out that observation, data collection and summary are not sufficient to promote students' reflection and scientific knowledge construction. Analogy is an effective strategy to guide students to integrate old and new knowledge, to think from multiple perspectives, and to construct knowledge through inferences and examples. As a result, the present study proposed an analogy-based VR learning approach with the observation-identification-analogy (OIA) strategy to guide students to engage in analogy learning while collecting and organizing information in the VR scientific inquiry activity. In order to explore the effects of this learning approach, the present study employed a quasi-experimental design and recruited two classes of seventh graders in a junior high school in northern Taiwan as the participants. One class was the experimental group adopting the analogy-based VR learning approach, while the other class was the control group adopting the conventional VR learning approach. The results showed that the experimental group had significantly better learning achievement, self-efficacy, and reflection ability than the control group. [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: Psychology and Behavioral Sciences Collection
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  Data: Science education aims to enhance students' scientific knowledge and inquiry ability. In recent years, due to the advancements of computer and network technology, as well as the considerations of safety and cost, virtual reality (VR) has been gradually applied in scientific inquiry activities. When implementing inquiry-based learning in the past, students were usually guided to complete tasks by following the steps of observation, identification and summary. However, scholars have pointed out that observation, data collection and summary are not sufficient to promote students' reflection and scientific knowledge construction. Analogy is an effective strategy to guide students to integrate old and new knowledge, to think from multiple perspectives, and to construct knowledge through inferences and examples. As a result, the present study proposed an analogy-based VR learning approach with the observation-identification-analogy (OIA) strategy to guide students to engage in analogy learning while collecting and organizing information in the VR scientific inquiry activity. In order to explore the effects of this learning approach, the present study employed a quasi-experimental design and recruited two classes of seventh graders in a junior high school in northern Taiwan as the participants. One class was the experimental group adopting the analogy-based VR learning approach, while the other class was the control group adopting the conventional VR learning approach. The results showed that the experimental group had significantly better learning achievement, self-efficacy, and reflection ability than the control group. [ABSTRACT FROM AUTHOR]
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  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.)
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