Trina J. Davis

Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N?=?3081) in the category of games, 29 studies (N?=?2553) in the category of games, and 27 studies (N?=?2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM?=?0.77; REM?=?0.51), simulations (FEM?=?0.38; REM?=?0.41), and virtual worlds (FEM?=?0.36; REM?=?0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction. A comprehensive review of virtual reality-based instruction research.Analysis of the moderation effects of design features in a virtual environment.Using an advance statistical technique of meta-analysis to study the effects.Virtual reality environment is effective for teaching in K-12 and higher education.Results can be used by instructional designers to design the virtual environments.

Exploring 3-D Virtual Reality Technology for Spatial Ability and Chemistry Achievement.

We investigated the potential of Second Life® (SL), a three-dimensional (3-D) virtual world, to enhance undergraduate students’ learning of a vital chemistry concept. A quasi-experimental pre-posttest control group design was used to conduct the study. A total of 387 participants completed three assignment activities either in SL or using two-dimensional (2-D) images. Students were administered an 11-question chemistry achievement test and two measures of spatial ability (Purdue Visualization of Rotations Test, Card Rotations Test). Although analyses of covariance revealed no statistically significant differences between the two groups as a whole for any of the outcome measures, a subgroup analyses was conducted to decompose the relative impact of 3-D virtual reality instruction within SL. We found that students classified as having poor spatial ability showed significantly greater improvement in understanding the 3-D nature of molecules if they did relevant activities in a 3-D virtual world than those students who only worked with 2-D images.

Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners

From the perspectives of Graduate Research Assistants (GRAs), this study examines the design and implementation of a simulated teaching environment in Second Life (SL) for prospective teachers to teach algebra for diverse learners. Drawing upon the Learning-for-Use framework, the analyses provide evidence on the development of student avatars in construction and role-playing activities. The study reveals challenges, procedures, and suggestions for future simulations. This study also calls for research efforts toward preparing mathematics teachers for cultural diversity.

Affordances of Virtual Worlds to Support STEM Project-Based Learning

Unquestionably, throughout this text, authors have built a strong case as to why engaging students in science, technology, engineering, and mathematics (STEM) learning is so important. Perhaps topping the list, are the prominent shortages that we are faced with nationally related to the preparation and early recruitment of K-12 students into various STEM fields. Equally alarming are the disparities in recruiting underserved groups (e.g. women and minorities) in STEM (Bayer Corporation, 2010). In addition, the gaps in achievement across STEM areas between white students and students of color are an ongoing challenge (Flores, 2007). In addressing these challenges, two prominent and immediate needs appear to bubble to the top. First, various stakeholders agree that students must be immersed in authentic real-world projects that actively engage them in mathematics and science learning.

Creativity and the Design of Music-Mathematics Activities in a Virtual Simulation Learning Environment

Defined by digital age learning, the current education landscape offers unparalleled opportunities for creative and transformative experiences for students of all ages. Navigating the complexity of this new landscape means that students must be equipped with skills that foster creativity, and are poised to develop unique and innovative solutions. This requires educators to rethink what instructional design should look like and how students should be engaged. Mathematics classrooms, in particular, are fertile places for activities that integrate creativity. This chapter explores the role of creativity in mathematics learning and examines the intersection of mathematics, music, and virtual spaces. Built on Koestler (The concept of creativity in science and art. Springer, The Netherlands, pp. 1–17, 1981) work on creation and creativity, the chapter suggests how environmental (technology) and conceptual (music) frameworks can be juxtaposed to mathematics teaching to create more engaged and productive learning. It is in these unique collisions that new knowledge and new ways of knowing come to pass. A classroom simulation example involving practice teaching experiences in a virtual setting exhibits how technology and music can be incorporated into preservice teacher education. Implications of this work include an expanded idea of what contributes to feelings of efficacy and student success in the mathematics classroom as well as how music may help with challenging mathematical concepts like fractions and patterns.

Preservice Teachers’ Problem-Solving Lesson Engagement and Knowledge and Beliefs about Teaching for Equity

Preparation for teaching for equity requires both mathematics knowledge for teaching (Ball, Hill, & Bass, 2005; Kulm, 2008) and knowledge of how to address the complexities of teaching all students with wide-ranging needs (Achinstein & Athanases, 2005).