Authenticity, Interactivity, and Collaboration in VR Learning Games.
| Autor: | Thompson MM; Comparative Media Studies and Writing, Massachusetts Institute of Technology, Cambridge, MA, United States., Wang A; Comparative Media Studies and Writing, Massachusetts Institute of Technology, Cambridge, MA, United States., Roy D; Comparative Media Studies and Writing, Massachusetts Institute of Technology, Cambridge, MA, United States., Klopfer E; Comparative Media Studies and Writing, Massachusetts Institute of Technology, Cambridge, MA, United States. |
|---|---|
| Jazyk: | angličtina |
| Zdroj: | Frontiers in robotics and AI [Front Robot AI] 2018 Dec 19; Vol. 5, pp. 133. Date of Electronic Publication: 2018 Dec 19 (Print Publication: 2018). |
| DOI: | 10.3389/frobt.2018.00133 |
| Abstrakt: | Decreasing cost and increasing technology access in schools places 3D immersive virtual reality (VR) within the reach of K-12 classrooms (Korbey, 2017). Educators have great interest in incorporating VR into classrooms because they are engaging and often novel experiences. However, long-term curriculum development must be positioned on how to best leverage the unique affordances of VR, be informed by theory and research, and integrate VR in meaningful ways that continue to motivate students even after experiences are no longer novel. We propose the theoretical framework of embodied learning and discuss how VR and reflect on current research findings to outline effective applications of VR and provide guidelines in developing educational materials using those tools. We discuss two particular examples: spatial awareness and collaboration. We share our perspectives on the benefits and challenges of applying these principles in a learning game about cellular biology. (Copyright © 2018 Thompson, Wang, Roy and Klopfer.) |
| Databáze: | MEDLINE |
| Externí odkaz: |
|