Examining the Impact of Head-Mounted Display Virtual Reality on the Science Self-Efficacy of High Schoolers

Autor/in	Huang, Wen
Titel	Examining the Impact of Head-Mounted Display Virtual Reality on the Science Self-Efficacy of High Schoolers
Quelle	In: Interactive Learning Environments, 30 (2022) 1, S.100-112 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1641525
Schlagwörter	Computer Simulation; Self Efficacy; Science Education; High School Students; STEM Education; Technology Uses in Education; Grade 11; Foreign Countries; China + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Self-efficacy; Selbstwirksamkeit; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; STEM; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 11; 11. Schuljahr; Schuljahr 11; Ausland
Abstract	Traditional science, technology, engineering, and mathematics (STEM) education is sometimes criticized for lacking approaches to present real-world practices and phenomena beyond naked eyes. Head-mounted display virtual reality (HMD VR) provides opportunities to solve this issue. However, little is known about the impact of this approach on student's self-efficacy in science. This study is to address this knowledge gap. Sixty-six 11th grade students were recruited to participate in an HMD VR learning activity. Half of these students filled in a science self-efficacy questionnaire before the VR learning activity, and the others filled in it after the activity. The study compared (1) students' science self-efficacy between these two conditions and (2) students' post-activity science self-efficacy among different science-class grading score groups. Results showed that the change of students' science self-efficacy was not significant after the learning activity and the differences among most science-class grading score groups were small. After the results were analyzed, the capability of affording gestures and physical movement was recognized as an important factor that determined whether an HMD VR learning environment could significantly enhance students' science self-efficacy; educators were suggested to not use science class scores to predict students' potential and future achievements in science. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01