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Issue No.01 - January/February (2009 vol.29)
pp: 82-85
Maria Roussou , Makebelieve Design & Consulting
ABSTRACT
Immersive virtual reality (VR) has attracted the attention of many researchers and educators who predicted that VR would considerably affect how learning and teaching are conducted. The research presented here aims to investigate how an interactive immersive virtual learning environment affects conceptual learning, specifically learning of fractions in mathematics. A virtual environment (VE) designed to simulate a playground was created and evaluated through empirical studies with 60 primary school students between the ages of 8 and 12. Results suggest that children who fully interacted with the VE were able to problem-solve but that there was no strong evidence of the expected conceptual change. Rather, it was the passive VR environment, where a virtual robot guided activity, that seemed to support student reflection and recall, leading to indications of sustained conceptual change.
INDEX TERMS
interactivity, virtual reality in education, conceptual learning, mathematics
CITATION
Maria Roussou, "A VR Playground for Learning Abstract Mathematics Concepts", IEEE Computer Graphics and Applications, vol.29, no. 1, pp. 82-85, January/February 2009, doi:10.1109/MCG.2009.1
REFERENCES
1. T. Moher et al., "Bridging Strategies for VR-Based Learning," Proc. 1999 SIGCHI Conf. Human Factors in Computing Systems (CHI 99), ACM Press, 1999, pp. 536–543.
2. M. Roussou et al., "Learning and Building Together in an Immersive Virtual World," Presence: Teleoperators and Virtual Environments, vol. 8, no. 3, 1999, pp. 247–263.
3. N.K. Mack, "Learning Fractions with Understanding: Building on Informal Knowledge," J. Research in Mathematics Education, vol. 21, no. 1, 1990, pp. 16–32.
4. K. Kuuti, "Activity Theory as a Potential Framework for Human-Computer Interaction Research," Context and Consciousness: Activity Theory and Human-Computer Interaction, B.A. Nardi ed., MIT Press, 1996, pp. 17–44.
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