Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/804
Title: Teaching and Learning Using Virtual Reality: Identifying and Examining Two Design Principles of Effective Instruction
Authors: Cheng, Britte Haugan
D'Angelo, Cynthia
Zaner, Sarah
Kam, Matthew
Hamada, Rhonya A
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Cheng, B. H., D'Angelo, C., Zaner, S., Kam, M., & Hamada, R. A. (2018). Teaching and Learning Using Virtual Reality: Identifying and Examining Two Design Principles of Effective Instruction. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Virtual Reality (VR) is perceived to have potential for improving student learning. This project examined two instructional design principles, based on the unique affordances of VR, that informed the creation of lessons tested in classrooms. All groups of students experienced learning gains. In only one of the lessons did VR students outperform the students in the non-VR conditions. These initial findings support the potential learning benefits of VR and the need for further research.
URI: https://doi.dx.org/10.22318/cscl2018.1687
https://repository.isls.org//handle/1/804
Appears in Collections:ICLS 2018

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