Classifying Learning Activities in 3-D, Haptic-Enabled, Virtual Reality Science Instruction Through Students' Questioning

• In Event: 18.073 - Poster Session 3
  In Poster Session: 18.073-11 - Immersive Environments for Learning: Student Engagement and Learning in Games and Augmented Reality

Abstract

This study investigated students’ learning activities through questioning with a 3-dimensional (3-D), haptic-enabled (HE), virtual reality (VR) system. Student participants (75 in sixth and 76 in ninth grade) utilized the 3-D, HE VR technology system to learn about cardiac anatomy and physiology. Prior to, during and after the sessions, students were asked to record open-ended questions about their learning and understanding of the heart. Responses were coded according to the Active-Constructive-Interactive framework of learning activities by Chi (2009) to examine students’ cognitive processes. Sixth grade students asked more active level questions than 9th grade students who asked more constructive-level questions. Results suggest that cognitive development and prior knowledge contribute to students’ learning experiences in 3D HE VR instructional technology.

Authors

• Rebecca Hite, Texas Tech University

• M. Gail Jones, North Carolina State University

• Gina Childers, University of North Georgia

• Megan Ennes, North Carolina State University

• Katherine Chesnutt, North Carolina State University

• Mariana Pereyra, North Carolina State University

• Emily Cayton, North Carolina State University