An official website of the United States government
Virtual reality (VR) computer interfaces show promise for improving societal communication and representation of information due to their unique ability to be placed spatially around the user in three-dimensional (3D) space. This opens new possibilities for presentation and user interaction with the target information, and may be especially impactful for the education of science, technology, engineering, and mathematics (STEM) professionals. Simulations and visualizations have been shown in research studies to improve the efficiency of STEM learners compared to the less sensorimotor rich learning mediums of live instruction and textbook reading. Yet, learning science research into immersive computer simulation environments for educational applications remains limited. To address this research gap, we analyzed a fundamental VR interface capability, virtual environmental traversal, and its impact on participants' learning. We altered the traversal ability between two groups of STEM learners within the same virtual environment and compared their performance. Findings point that VR computer interfaces, regardless of environmental traversal, are suitable STEM learning environments, but that environmental traversal can increase learning efficiency.
more »
« less
The Virtual Citizen Science Expo Hall: A Case Study of a Design-Based Project for Sustainability Education
A design-based project grounded in learning technology theories and systematically implemented can impact environmental education in many positive ways. This paper explores the systematic application of best practices from design-based projects that were used to combine and implement a drought education program. Embracing diffusion of innovation as its framework, augmented and virtual reality applications were used to design a virtual meeting space called the Virtual Citizen Science Expo. The results and findings show that users found Mozilla Hubs engaging as it gave them new ideas on the creative and inspirational use of virtual reality technology as an interactive and collaborative learning space. The discussions demonstrate that our VCSE can be used to promote and engage learners in science related to environmental monitoring.
more »
« less
- Award ID(s):
- 1811506
- PAR ID:
- 10328323
- Date Published:
- Journal Name:
- Sustainability
- Volume:
- 14
- Issue:
- 8
- ISSN:
- 2071-1050
- Page Range / eLocation ID:
- 4671
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
STEM education is often disconnected from innovation and design, where students self-identify as solely scientists, artists, or technophiles, but rarely see the connection between the disciplines. The inclusion of arts (A) in STEM education (STEAM) offers an educational approach where students see how subjects are integrated through learning experiences that apply to everyday, developing personal connections and becoming motivated learners who understand how skills from each subject are needed for future careers. This project addresses both the disconnect between science, design, and technology and how high school students can benefit from innovative learning experiences in plant science that integrate these disciplines while gaining invaluable skills for future STEM careers. We used the Science-Art-Design-Technology (SADT) pedagogical approach, characterized by its project-based learning that relies on student teamwork and facilitation by educators. This approach was applied through a STEAM educational 3D plant module where teams: 1) investigated plants under research at a plant science research center, 2) designed and created 3D models of those plants, 3) experienced the application of 3D modeling in augmented and virtual reality platforms, and 4) disseminated project results. We used a mixed-method approach using qualitative and quantitative research methods to assess the impact of the 3D modeling module on students’ understanding of the intersection of art and design with science, learning and skills gains, and interests in STEAM subjects and careers. A total of 160 students from eight educational institutions (schools and informal programs) implemented the module. Student reflection questions revealed that students see art and design playing a role in science mainly by facilitating communication and further understanding and fostering new ideas. They also see science influencing art and design through the artistic creation process. The students acknowledged learning STEAM content and applications associated with plant science, 3D modeling, and augmented and virtual reality. They also acknowledged gaining research skills and soft skills such as collaboration and communication. Students also increased their interest in STEAM subjects and careers, particularly associated with plant science. The SADT approach, exemplified by the 3D plant module, effectively integrates science, art, design, and technology, enhancing student literacy in these fields, and providing students with essential 21st century competencies. The module's flexibility and experiential learning opportunities benefit students and educators, promoting interdisciplinary learning and interest in STEAM subjects and careers. This innovative approach is a valuable tool for educators, inspiring new ways of teaching and learning in STEAM education.more » « less
-
Virtual reality offers vast possibilities to enhance the conventional approach for delivering engineering education. The introduction of virtual reality technology into teaching can improve the undergraduate mechanical engineering curriculum by supplementing the traditional learning experience with outside-the-classroom materials. The Center for Aviation and Automotive Technological Education using Virtual E-Schools (CA2VES), in collaboration with the Clemson University Center for Workforce Development (CUCWD), has developed a comprehensive virtual reality-based learning system. The available e-learning materials include eBooks, mini-video lectures, three-dimensional virtual reality technologies, and online assessments. Select VR-based materials were introduced to students in a sophomore level mechanical engineering laboratory course via fourteen online course modules during a four-semester period. To evaluate the material, a comparison of student performance with and without the material, along with instructor feedback, was completed. Feedback from the instructor and the teaching assistant revealed that the material was effective in improving the laboratory safety and boosted student’s confidence in handling engineering tools.more » « less
-
This project addresses the disconnect between science, design, and technology and how high school students can benefit from innovative learning experiences in plant science that integrate these disciplines while gaining interest in and skills for future STEM careers. We created a project-based 3D modeling learning module with educators as facilitators and students working in collaborative teams of self-identified science, technophile, and art students. Students created 3D models of plants under research at the Donald Danforth Plant Science Center and learned about the applications of 3D modeling in augmented and virtual reality platforms. They also disseminated their project results through handouts and presentations. We used a mixed-methods approach to assess the impact of implementing this module on students’ learning and interests in STEAM subjects and careers. We found that students are more aware of the intersection of art and design with science and gained literacy in plant science, design, and technology. The students also gained 21st century skills such as collaboration, communication, creative thinking, and problem-solving and showed more interest in STEAM subjects and careers. This project contributes to the body of knowledge on theory, best practices, and practical technological applications in STEAM education.more » « less
-
Langran, E.; Christensen, P.; Sanson, J. (Ed.)Education about natural environments and their connection to ecosystems has the potential to foster environmental literacy and stewardship. Fostering environmental awareness in students helps them to learn about STEM topics in nature through hands-on classroom lessons with immersive experiences. Virtual reality technology serves as an educational tool that provides immersive learning experiences, which makes it relevant to developing environmental knowledge. This study focuses on Louisiana’s natural environment, particularly the Louisiana wetlands that exist near communities with little to no STEM training opportunities for teachers and students in K-12 schools. A virtual reality themed professional development program was established in Louisiana, to equip STEM teachers with virtual reality skills to immerse students into simulated field experiences of Louisiana wetlands. Integrating virtual reality technology into the teaching of Louisiana wetlands, helps put STEM concepts in a real-world context that is relatable to teachers and students living in these areas. This study draws insight from the teachers’ learning experiences as they participated in the professional development program.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/su14084671
