Examining Students’ Learning Effectiveness in a Virtual Reality Game Through Interaction Patterns in Science Class: A Social Network Analysis (Poster 18)

• In Event: AERA Poster Session Thursday 1:45 p.m.
  In Poster Session: Advanced Technologies for Learning Poster Session 1

Abstract

This study investigates the effectiveness of using an immersive Virtual Reality (VR)
intervention for middle school science collaborative learning. Ninety sixth-grade students from a
private middle school participated, learning observation, inference, and the scientific method.
Students were randomly assigned to two reading groups (control) and two VR groups
(treatment). Guided by the Community of Inquiry framework, students' interaction patterns and
teachers' influences were measured by Social Network Analysis, and cognitive abilities were
assessed by pre- and post-tests. The findings show that students in the VR group developed
stronger collaboration and a tighter social network compared to the reading group. Facilitators
had a greater impact in the VR group. The paired sample t-test indicates a significant
improvement in scientific comprehension.

Authors

• Yueqi Weng, University of Georgia

• Dedi Kurniawan, University of Georgia

• Ahmet Demirata, University of Georgia

• Ai-Chu Elisha Ding, University of Georgia