TY - JOUR
T1 - Developing a hands-on activity using virtual reality to help students learn by doing
AU - Chen, Jyun Chen
AU - Huang, Yun
AU - Lin, Kuen Yi
AU - Chang, Yu Shan
AU - Lin, Hung Chang
AU - Lin, Chien Yu
AU - Hsiao, Hsien Sheng
N1 - Publisher Copyright:
© 2019 John Wiley & Sons Ltd
PY - 2020/2/1
Y1 - 2020/2/1
N2 - This study combined virtual reality (VR) technology, the 6E (Engage, Explore, Explain, Engineer, Enrich, and Evaluate) model, and STEM (Science, Technology, Engineering, and Mathematics) education to develop a hands-on activity aimed at helping students to achieve “learning by doing.” The participants were 162 tenth-grade students, divided into the Experimental Group (hands-on activity using VR technology) and the Control Group (hands-on activity via lectures). Using sequential analysis, this study investigated how the hands-on activity influenced the students' behavioral patterns in learning. The results showed that all of the students' learning performances and hands-on abilities were enhanced. Moreover, the students who used VR technology achieved both significantly better learning performances and hands-on abilities, indicating that VR might be able to help the students understand abstract scientific concepts and build mental models, which they used to internalize and organize knowledge structures. Furthermore, this study discovered that the students who learned using VR technology formed a cyclical learning pattern, starting with a group discussion (G), moving on to solving problems (S) and developing a product (D), and then going back to another group discussion. However, the students who learned via lectures produced a linear learning pattern in the order of G→S→D.
AB - This study combined virtual reality (VR) technology, the 6E (Engage, Explore, Explain, Engineer, Enrich, and Evaluate) model, and STEM (Science, Technology, Engineering, and Mathematics) education to develop a hands-on activity aimed at helping students to achieve “learning by doing.” The participants were 162 tenth-grade students, divided into the Experimental Group (hands-on activity using VR technology) and the Control Group (hands-on activity via lectures). Using sequential analysis, this study investigated how the hands-on activity influenced the students' behavioral patterns in learning. The results showed that all of the students' learning performances and hands-on abilities were enhanced. Moreover, the students who used VR technology achieved both significantly better learning performances and hands-on abilities, indicating that VR might be able to help the students understand abstract scientific concepts and build mental models, which they used to internalize and organize knowledge structures. Furthermore, this study discovered that the students who learned using VR technology formed a cyclical learning pattern, starting with a group discussion (G), moving on to solving problems (S) and developing a product (D), and then going back to another group discussion. However, the students who learned via lectures produced a linear learning pattern in the order of G→S→D.
KW - 6E model
KW - STEM education
KW - abstract scientific concepts
KW - hands-on ability
KW - virtual reality
UR - http://www.scopus.com/inward/record.url?scp=85070888617&partnerID=8YFLogxK
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U2 - 10.1111/jcal.12389
DO - 10.1111/jcal.12389
M3 - Article
AN - SCOPUS:85070888617
SN - 0266-4909
VL - 36
SP - 46
EP - 60
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
IS - 1
ER -