Supporting Science Reasoning Through Drawing in Virtual Reality

• In Event: Learning With Virtual and Augmented Reality: Examining the Theoretical, Technological, and Assessment Factors for Learning

Abstract

Theory
With access to immersive technologies such as virtual reality (VR) and augmented reality (AR) continuing to decrease in cost and increase in access, the identification of the unique affordances of these technologies in the classroom, as well as how to best support learning with them, is of increasing importance (Johnson-Glenberg, 2019). Enhancing these affordances through the application of embodied learning theory has the potential to produce meaningful and persistent learning experiences (Lindgren & Johnson-Glenberg, 2013). At the same time, the Next Generation Science Standards (NGSS) has placed a strong focus on a student’s ability to develop and utilize model representations of phenomena as a key scientific practice (NGSS Lead States, 2013).

Design & Implementation
The IMPRESS (Immersive Modelling to Promote Reflection and Exploration in Science Sensemaking) project is investigating the role of VR drawing to model complex science ideas in support of student sensemaking at the secondary level. Student drawing as a representation of their reasoning has shown to be beneficial in promoting student reflection and revision of their learning (Quillin & Thomas, 2015). IMPRESS leverages the medium of VR to enhance student learning as they engage with science concepts which require them to make decisions on how to represent scale and perspective in drawn models.

Using the VR drawing platform “Tilt Brush” coupled with science modelling tasks co-developed with local high school teachers, IMPRESS addresses the following research questions: 1) What are the connections between the degree of body utilization and the effectiveness of the models in promoting student sensemaking? 2) What are the unique learning and instructional affordances enabled by VR modelling compared to traditional model representations (e.g. drawing, whiteboarding)? And, 3) How can students be effectively supported in their learning and exploration within an open-ended immersive and embodied science reasoning task?

Assessment
To begin to answer these questions, IMPRESS leverages the phenomena of lunar phases to establish pilot groundwork for preliminary analysis. In a VR modelling session, students begin with a pre-VR interview in which they are asked to explain their current conceptions surrounding the phenomena of lunar phases and prompted to sketch out a 2-D representation of their thoughts. Students are then introduced to the Tilt Brush software and given the opportunity to represent their ideas in VR in one or more scaffolded drawing environments. Once competed, students then participate in a post-interview and are asked to revisit their initial explanation of the phenomena and are given the opportunity to modify or re-draw their 2-D model. After completion of the modelling tasks, students are asked to reflect on their interactions with the VR system and rate their experience. Post session, video of the interviews and 3D body position logs of the modeling tasks were reviewed for changes in gesture, reasoning, questions asked to facilitator, and graphical representations. The early findings from IMPRESS are informing the future design of an adaptable and purpose-built VR modelling software application for secondary science education.

Authors

• James P Planey, University of Illinois at Urbana-Champaign

• Mike Tissenbaum, University of Illinois at Urbana-Champaign

• Robb Lindgren, University of Illinois at Urbana-Champaign