Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula

• In Event: Research on Teaching With Simulated Virtual Tools and Spaces

Abstract

Multi-user virtual environments (MUVEs) can simulate environments and experiences otherwise impossible in school settings, and support immersive, situated learning. Barriers to implementations to MUVEs in educational environments include concerns about instructional effectiveness, lack of sufficient technology, and limitations on time and schedule. In this study we examine the perceptions of middle school teachers who implemented EcoMUVE, a two to four-week MUVE-based curriculum, in their classrooms. The results of teacher post-surveys found that teachers felt that the curriculum was both feasible and effective, and that it supported student engagement and learning of science content, complex causality, and inquiry. The MUVE-based curriculum was further perceived as having multiple advantages over a similar non-MUVE curriculum.

Authors

• Shari J. Metcalf, Harvard University

• Amy M. Kamarainen, New York Hall of Science