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|Title:||Collaboration and Learning in Immersive Virtual Environments|
|Authors:||Jackson, Randolph L.|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Jackson, R. L. & Winn, W. (1999). Collaboration and Learning in Immersive Virtual Environments. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.|
|Abstract:||We are investigating collaboration and learning in immersive virtual environments. Preliminary studies of 110 sixth and ninth grade students have been conducted where students worked in pairs while investigating the concept of global warming within a fully immersive, 3- D, virtual reality based model of Seattle called Global Change World (GCW). Field research being conducted during June of 1999 is expanding on these preliminary studies by seeking to identify differences in science concept learning between solitary users, paired-peer users, and agent- guided users interacting within the GCW virtual learning environment (VLE).We have observed that most students thoroughly enjoy their experiences with GCW. It is also apparent that peer collaboration plays a significant role in regards to the level of student engagement within the VLE. Therefore, we believe that the potential for GCW to facilitate valuable collaborative learning experiences in conjunction with more traditional classroom activities is great. Our continuing research is intended to focus more closely on the impact of both peer and expert- novice collaboration on the preconceived or "naive" scientific concepts held by students. The paper that follows describes our research to date, and will be amended to include the methods and results of our research-in- progress.|
|Appears in Collections:||CSCL 1999|
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