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Session Type: Symposium
Extended reality (XR) technologies, including virtual and augmented reality, provide learning opportunities that are difficult or impossible to orchestrate in traditional classrooms. However, measuring the impact of such experiences with traditional content knowledge assessments may fail to capture their impact. In this symposium, we present findings from six studies of XR for learning to document various challenges and opportunities for assessing learning using these technologies. The presentations address the association of learning and affective or motivational dimensions, multimodal measures to understand embodiment in XR, and how earlier assessment approaches often fail to capture multimodal forms of reasoning. Discussion among the presenters will highlight ways we can rethink measuring impact as XR becomes more prevalent in learning environments.
Beyond Slideshows: Investigating the Impact of Immersive Virtual Reality on Science Learning - Jan L. Plass, New York University; Fabian Froehlich, New York University - Shanghai; Christopher Hovey, New York University; Sameen Reza, New York University
Extended Reality (XR) Poses Challenges and Opportunities for Cultivating Geometry Reasoning - Mitchell J. Nathan, University of Wisconsin - Madison; Candace A. Walkington, Southern Methodist University; Michael I. Swart, University of Wisconsin - Madison
I, Enzyme: Embodying Molecules and Enacting Chemical Interactions in Virtual Reality for Biochemistry Learning - Prajakt Pande, Southern Methodist University; Praveen Ramasamy, Roskilde University; Morten Erik Moeller, Roskilde University; Per Meyer Jepsen, Roskilde University; Biljana Mojsoska
Gesture and Embodied Actions Across the XR Spectrum: “Fleshing-Out” Virtualized Learner Profiles - Mina C. Johnson-Glenberg, Arizona State University; Colleen Megowan-Romanowicz, American Modeling Teachers Association; Rebecca Vieyra, Vieyra Software; Daniel J. O'Brien, Georgetown University; Shin-Phing Yu, University of Maryland; Frank Liu, Arizona State University; Robert LiKamWa, Arizona State University
Scale Reasoning in Immersive Virtual Reality: Capturing Middle School Students’ Learning - Tyler Harper-Gampp, North Carolina State University; Cesar Delgado, North Carolina State University; Matthew Peterson, North Carolina State University; Karen B Chen, North Carolina State University; Ruth Mathenge, North Carolina State University; Rebecca Planchart, North Carolina State University; Robert Kulasingam, North Carolina State University; Linfeng Wu, North Carolina State University
Understanding Student Learning in Virtual Reality: Potential of Gesture Speed and Gaze Data - Taehyun Kim, Utah State University; Robb Lindgren, University of Illinois at Urbana-Champaign