Publikationstyp: Buchbeitrag
Art der Begutachtung: Editorial review
Titel: The use of virtual reality at lower secondary schools
Autor/-in: Keller, Thomas
Brucker-Kley, Elke
Ebert, Nico
et. al: No
DOI: 10.1007/978-3-030-48194-0_2
Erschienen in: Technology Supported Innovations in School Education
Herausgeber/-in des übergeordneten Werkes: Isaias, Pedro
Sampson, Demetrios G.
Ifenthaler, Dirk
Seiten: 15
Seiten bis: 32
Erscheinungsdatum: 2020
Reihe: Cognition and Exploratory Learning in the Digital Age
Verlag / Hrsg. Institution: Springer
Verlag / Hrsg. Institution: Cham
ISBN: 978-3-030-48193-3
978-3-030-48194-0
Sprache: Englisch
Schlagwörter: K-12; Learning success; Lower secondary school; Virtual reality
Fachgebiet (DDC): 006: Spezielle Computerverfahren
371: Schulen und schulische Tätigkeiten
Zusammenfassung: This chapter examines the use of virtual reality (VR) at Swiss lower secondary schools. Many years of research appear to have produced only limited data on the effects of VR technology on children’s learning success. It is assumed that VR supports the learning theory of constructivism because it allows immersion, interaction, 3D representation, and adoption of multiple perspectives. To investigate the topic, a prototype has been developed for a “Nature and Technology” learning unit on the subject of plastics and their effects on the environment. Divided into five learning blocks, the learning unit provides students with knowledge about the composition, production, and recycling of plastics. In addition, it explores the related environmental consequences and possible solution strategies. Ideas for possible VR applications were developed for each of these blocks. This vision was discussed in four interviews with teachers. The resulting VR application was commented on and evaluated by 19 students of the same class. In a second phase, the teaching unit incorporating VR was compared to a conventional unit by means of a field experiment and two random sample tests measuring impact on the learning success of 82 students. Their learning success was not found to have improved significantly.
URI: https://digitalcollection.zhaw.ch/handle/11475/21440
Volltext Version: Publizierte Version
Lizenz (gemäss Verlagsvertrag): Lizenz gemäss Verlagsvertrag
Departement: School of Management and Law
Organisationseinheit: Institut für Wirtschaftsinformatik (IWI)
Enthalten in den Sammlungen:Publikationen School of Management and Law

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