|Publication type:||Book part|
|Type of review:||Editorial review|
|Title:||Experiences with virtual reality at secondary schools : is there an impact on learning success?|
|Published in:||Balancing the Tension between Digital Technologies and Learning Sciences|
|Editors of the parent work:||Ifenthaler, Dirk|
Sampson, Demetrios G.
|Series:||Cognition and Exploratory Learning in the Digital Age|
|Publisher / Ed. Institution:||Springer|
|Publisher / Ed. Institution:||Cham|
|Subjects:||K-12; Learning success; Secondary school; Virtual reality|
|Subject (DDC):||006: Special computer methods |
371: Schools and their activities
|Abstract:||This chapter examines the effects of immersive virtual reality (VR) learning units on the learning success of secondary school students. In a three-step research approach an immersive VR prototype that was designed to achieve specific learning goals in the field of mathematics was developed and validated with pedagogues. In a second step the usability of this prototype was tested with 20 secondary school students. Finally, a field experiment was conducted with 67 secondary school students to evaluate the impact of the VR learning environment on the achievement of measurable learning goals. The analysis showed no difference in learning success between a conventional mathematics lesson and the VR learning environment. The subjects of both experimental group (with VR) and control group (conventional lesson) achieved short and medium-term learning success. Some tendencies with respect to differences by gender and by short- versus long-term learning success lack statistical relevance, but can be seen as indications for further research to investigate the potential of immersive learning.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Departement:||School of Management and Law|
|Organisational Unit:||Institute of Business Information Technology (IWI)|
|Appears in collections:||Publikationen School of Management and Law|
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Keller, T., & Brucker-Kley, E. (2021). Experiences with virtual reality at secondary schools : is there an impact on learning success? In D. Ifenthaler, D. G. Sampson, & P. Isaías (Eds.), Balancing the Tension between Digital Technologies and Learning Sciences (pp. 77–94). Springer. https://doi.org/10.1007/978-3-030-65657-7_5
Keller, T. and Brucker-Kley, E. (2021) ‘Experiences with virtual reality at secondary schools : is there an impact on learning success?’, in D. Ifenthaler, D.G. Sampson, and P. Isaías (eds) Balancing the Tension between Digital Technologies and Learning Sciences. Cham: Springer, pp. 77–94. Available at: https://doi.org/10.1007/978-3-030-65657-7_5.
T. Keller and E. Brucker-Kley, “Experiences with virtual reality at secondary schools : is there an impact on learning success?,” in Balancing the Tension between Digital Technologies and Learning Sciences, D. Ifenthaler, D. G. Sampson, and P. Isaías, Eds. Cham: Springer, 2021, pp. 77–94. doi: 10.1007/978-3-030-65657-7_5.
Keller, Thomas, and Elke Brucker-Kley. “Experiences with Virtual Reality at Secondary Schools : Is There an Impact on Learning Success?” Balancing the Tension between Digital Technologies and Learning Sciences, edited by Dirk Ifenthaler et al., Springer, 2021, pp. 77–94, https://doi.org/10.1007/978-3-030-65657-7_5.
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