Comparing the Effectiveness of Video and Stereoscopic 360° Virtual Reality-Supported Instruction in High School Biology Courses

Autor/inn/en	Christopoulos, Athanasios; Pellas, Nikolaos; Bin Qushem, Umar; Laakso, Mikko-Jussi
Titel	Comparing the Effectiveness of Video and Stereoscopic 360° Virtual Reality-Supported Instruction in High School Biology Courses
Quelle	In: British Journal of Educational Technology, 54 (2023) 4, S.987-1005 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christopoulos, Athanasios) ORCID (Pellas, Nikolaos) ORCID (Bin Qushem, Umar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13306
Schlagwörter	Video Technology; Computer Simulation; Technology Uses in Education; Supplementary Education; High School Students; Teaching Methods; Learning Motivation; Self Esteem; Student Satisfaction; Biology; Multimedia Instruction; Open Educational Resources + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ergänzungsunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Self-esteem; Selbstaufmerksamkeit; Biologie; Multimediales Lernen
Abstract	The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the 'Life and Evolution' module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01