Presentation 1: A Deep Dive into Remote Multi-Modal Science Learning (Practitioner Presentation #149)
Authors: Jessica Ochoa Hendrix, Mandë Holford and Corinne Brenner
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As the effects of the COVID-19 pandemic spreads across the globe, there is an urgent need now more than ever for learning initiatives that make science both approachable and relevant to K-12 learners to support and inspire interest in STEM and STEM careers. While we are in a dire situation, we have an opportunity to meet expectations by providing engaging virtual content that educates and excites STEM learners using innovative approaches like BioDive, our multimodal dual Hybrid/VR immersive learning experience for middle school students. In this talk, Chief Scientist Dr. Mandë Holford, CEO Jessica Ochoa Hendrix and Director of Learning Corinne Brenner will discuss how BioDive can be used by educators and students. BioDive, which is aligned to NGSS standards, combines mobile virtual reality and online digital journaling to enable students to experience the life of a scientist. In BioDive students take on the role of marine biologists investigating the delicate ecosystems of venomous marine snails. Throughout their expedition, students observe, discover, and hypothesize about abiotic and biotic factors that impact marine biodiversity. BioDive is designed to support educators and learners using real-time educator assessment, and compelling narrative about our planet and our lives. Killer Snails is providing free access to BioDive for the rest of the school semester.
Presentation 2: An AR-based case study of using textual and collaborative scaffolding for students with different self-efficacy to learn lever principle (Full Paper #22)
Authors: Changhao Liu, Shuo Wu, Shuming Wu and Su Cai
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With the deepening application of augmented reality (AR) in education, researches pay more attention to the evaluation of learning results rather than consider how to use teaching strategies to support personalized teaching. This study developed an AR science curriculum incorporating textual and collaborative scaffolding, and taught it in elementary school science classes to help students learn about scientific knowledge of lever principle. To explore the effects of different self-efficacy and scaffolding teaching strategies on students' learning conceptions and cognitive load, a two times two experiment was conducted on an elementary school. The results show that the use of textual and collaborative scaffolding in AR teaching can help students with low self-efficacy to pay attention to the conceptions of deep learning and effectively reduce the cognitive load of students.
Presentation 3: Regulation of Learning in Virtual Reality with Secondary School Science Students (Practitioner Presentation #45)
Authors: Erica Southgate
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Very little is known about the learning behavior of school students in immersive virtual reality as it naturally unfolds in-situ. This presentation will provide an overview of the use of screen capture video as a method to explore how junior secondary school students regulated their learning in Minecraft VR as part of a small group science project. The research, conducted across two secondary schools, collected approximately 21 hours of screen capture video. Student behavior in VR was coded this inductively and deductively to gain insight into on- and off-task behavior, and processes and types of learning regulation, the latter derived from educational psychology. A snapshot of finding related to these behaviours will be presented with an aim to engage educators and researchers in the methodological, theoretical, and pedagogical implications of understanding how ‘sandbox’ virtual environments can best be leveraged for self-directed collaborative learning.
