GeoForge: Investigating Integrated Virtual Reality and Personalized Websites for Collaboration in Middle School Science

Autor/inn/en	Brenner, Corinne; DesPortes, Kayla; Ochoa Hendrix, Jessica; Holford, Mandë
Titel	GeoForge: Investigating Integrated Virtual Reality and Personalized Websites for Collaboration in Middle School Science
Quelle	In: Information and Learning Sciences, 122 (2021) 7-8, S.546-564 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-12-2020-0254
Schlagwörter	Computer Simulation; Web Sites; Cooperative Learning; Middle School Students; Science Education; Astronomy; Private Schools; Charter Schools; Technology Uses in Education; New York; New Jersey; Massachusetts + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Web-Design; Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Astronomie; Private school; Privatschule; Charter school; Charter-Schule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Master-Studiengang
Abstract	Purpose: This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors. Design/methodology/approach: GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3-4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver's (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors. Findings: Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members' responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods. Originality/value: GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01