Authenticity, Interactivity, and Collaboration in VR Learning Games
© 2018 Thompson, Wang, Roy and Klopfer. Decreasing cost and increasing technology access in schools places 3D immersive virtual reality (VR) within the reach of K-12 classrooms (Korbey, 2017). Educators have great interest in incorporating VR into classrooms because they are engaging and often novel...
| Main Authors: | , , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media SA
2021
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| Online Access: | https://hdl.handle.net/1721.1/135144 |
| _version_ | 1811098259843710976 |
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| author | Thompson, Meredith M Wang, Annie Roy, Dan Klopfer, Eric |
| author2 | Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing |
| author_facet | Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing Thompson, Meredith M Wang, Annie Roy, Dan Klopfer, Eric |
| author_sort | Thompson, Meredith M |
| collection | MIT |
| description | © 2018 Thompson, Wang, Roy and Klopfer. Decreasing cost and increasing technology access in schools places 3D immersive virtual reality (VR) within the reach of K-12 classrooms (Korbey, 2017). Educators have great interest in incorporating VR into classrooms because they are engaging and often novel experiences. However, long-term curriculum development must be positioned on how to best leverage the unique affordances of VR, be informed by theory and research, and integrate VR in meaningful ways that continue to motivate students even after experiences are no longer novel. We propose the theoretical framework of embodied learning and discuss how VR and reflect on current research findings to outline effective applications of VR and provide guidelines in developing educational materials using those tools. We discuss two particular examples: spatial awareness and collaboration. We share our perspectives on the benefits and challenges of applying these principles in a learning game about cellular biology. |
| first_indexed | 2024-09-23T17:12:29Z |
| format | Article |
| id | mit-1721.1/135144 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T17:12:29Z |
| publishDate | 2021 |
| publisher | Frontiers Media SA |
| record_format | dspace |
| spelling | mit-1721.1/1351442022-09-30T00:25:12Z Authenticity, Interactivity, and Collaboration in VR Learning Games Thompson, Meredith M Wang, Annie Roy, Dan Klopfer, Eric Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing © 2018 Thompson, Wang, Roy and Klopfer. Decreasing cost and increasing technology access in schools places 3D immersive virtual reality (VR) within the reach of K-12 classrooms (Korbey, 2017). Educators have great interest in incorporating VR into classrooms because they are engaging and often novel experiences. However, long-term curriculum development must be positioned on how to best leverage the unique affordances of VR, be informed by theory and research, and integrate VR in meaningful ways that continue to motivate students even after experiences are no longer novel. We propose the theoretical framework of embodied learning and discuss how VR and reflect on current research findings to outline effective applications of VR and provide guidelines in developing educational materials using those tools. We discuss two particular examples: spatial awareness and collaboration. We share our perspectives on the benefits and challenges of applying these principles in a learning game about cellular biology. 2021-10-27T20:10:56Z 2021-10-27T20:10:56Z 2018 2019-10-15T15:42:04Z Article http://purl.org/eprint/type/JournalArticle https://hdl.handle.net/1721.1/135144 en 10.3389/FROBT.2018.00133 Frontiers Robotics AI Creative Commons Attribution 4.0 International license https://creativecommons.org/licenses/by/4.0/ application/pdf Frontiers Media SA Frontiers |
| spellingShingle | Thompson, Meredith M Wang, Annie Roy, Dan Klopfer, Eric Authenticity, Interactivity, and Collaboration in VR Learning Games |
| title | Authenticity, Interactivity, and Collaboration in VR Learning Games |
| title_full | Authenticity, Interactivity, and Collaboration in VR Learning Games |
| title_fullStr | Authenticity, Interactivity, and Collaboration in VR Learning Games |
| title_full_unstemmed | Authenticity, Interactivity, and Collaboration in VR Learning Games |
| title_short | Authenticity, Interactivity, and Collaboration in VR Learning Games |
| title_sort | authenticity interactivity and collaboration in vr learning games |
| url | https://hdl.handle.net/1721.1/135144 |
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