Enhancing 21st-Century Competencies via Virtual Reality Digital Content Creation

Autor/inn/en	Wu, Wen-Chi Vivian; Manabe, Kinnosuke; Marek, Michael W.; Shu, Yu
Titel	Enhancing 21st-Century Competencies via Virtual Reality Digital Content Creation
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 3, S.388-410 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Wen-Chi Vivian) ORCID (Marek, Michael W.) ORCID (Shu, Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1962455
Schlagwörter	21st Century Skills; Computer Simulation; Creativity; Innovation; Critical Thinking; Problem Solving; Communication Skills; Cooperation; Technological Literacy; Active Learning; Student Centered Learning; Instructional Design; Skill Development; Foreign Countries; College Students; Program Effectiveness; Experiential Learning; Interaction; English (Second Language); Second Language Learning; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Kreativität; Kritisches Denken; Problemlösen; Kommunikationsstil; Co-operation; Kooperation; Technisches Wissen; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Collegestudent; Experiental learning; Erfahrungsorientiertes Lernen; Interaktion; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	This study aimed to foster development of the 21st-century five core competencies, including Creativity and innovation, Critical thinking and problem solving, Communication, Collaboration, and Computer-information literacy using Student-Centered Active Learning in an instructional design in which student groups created their own virtual reality content. Fifty humanities students participated. Mixed-methods data collection included a questionnaire, VR artifacts grades, student reflective journals, and focus group interviews. The most important findings were that (1) the instructional design of the study led to improvement in all of the five competencies of 0.01 significance or better (2) additional cycles of VR artifact production led to increases in empirical quality, and (3) the participants also found the hands-on VR creation projects to be distinctive and motivating. This VR content creation project provides detailed implications and guidance for instructors seeking to replicate a hands-on technology-oriented instructional design in order to strengthen the 21st-century core competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01