Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/804
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dc.contributor.authorCheng, Britte Haugan
dc.contributor.authorD'Angelo, Cynthia
dc.contributor.authorZaner, Sarah
dc.contributor.authorKam, Matthew
dc.contributor.authorHamada, Rhonya A
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:17Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:17Z-
dc.date.issued2018-07
dc.identifier.citationCheng, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1687
dc.identifier.urihttps://repository.isls.org//handle/1/804-
dc.description.abstractVirtual 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleTeaching and Learning Using Virtual Reality: Identifying and Examining Two Design Principles of Effective Instructionen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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