Inhaltszusammenfassung

Virtual reality (VR) is increasingly becoming an important tool for STEM educational fields. Thus, a variety of learning processes can be supported by VR: Visualizing invisible phenomena (e.g., submicroscopic processes at the particle level), going to places that would normally be inaccessible (e.g., as part of a virtual field trip), and much more. To date, however, there is a lack of suitable VR learning environments in everyday school settings (Rieger et al. 2023). This is also due to the f...Virtual reality (VR) is increasingly becoming an important tool for STEM educational fields. Thus, a variety of learning processes can be supported by VR: Visualizing invisible phenomena (e.g., submicroscopic processes at the particle level), going to places that would normally be inaccessible (e.g., as part of a virtual field trip), and much more. To date, however, there is a lack of suitable VR learning environments in everyday school settings (Rieger et al. 2023). This is also due to the fact that potential developers do not have instructional design criteria to guide VR conceptualizations. Rieger & Risch (2023) use a study with four different tenth grade classes to show how the practical evaluation and design of a VR learning environment for everyday school life can succeed. From their results, they derive design principles for creating VR learning environments.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Chemie