Perceived Educational Usefulness of a Virtual-Reality Work Situation Depends on the Spatial Human-Environment Relation

Autor/inn/en	Dobricki, Martin; Kim, Kevin G.; Coppi, Alessia E.; Dillenbourg, Pierre; Cattaneo, Alberto
Titel	Perceived Educational Usefulness of a Virtual-Reality Work Situation Depends on the Spatial Human-Environment Relation
Quelle	In: Research in Learning Technology, 29 (2021), (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
Schlagwörter	Science Instruction; Computer Simulation; Educational Technology; Technology Uses in Education; Horticulture; Teacher Attitudes; Value Judgment; Vocational Education; Gardening; Difficulty Level; Spatial Ability; Program Effectiveness; Males; Vocational Education Teachers; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gartenbau; Lehrerverhalten; Werturteil; Ausbildung; Berufsbildung; Gartenarbeit; Schwierigkeitsgrad; Räumliches Vorstellungsvermögen; Male; Männliches Geschlecht; Ausbilder; Ausland; Schweiz
Abstract	Virtual reality (VR) may be useful for situating school-based vocational education in work-life by simulating a work situation such that learners viewing this VR work situation are located inside it. The reason for this assumption is that VR can fully spatially include its viewer. Research on the utility of viewer-including VR work situations for learners has, therefore, already started. However, no study has yet investigated their utility for teachers. This is particularly relevant for work situations involving environmental planning, as VR is expected to facilitate such a task. We, therefore, asked horticultural teachers to assess the educational usefulness of a VR work situation when they were located outside and inside it. For this purpose, we enabled them to plan a basic garden in the VR work situation when its environment was spatially excluding them and when it was including them. We found the teachers to perceive the viewer-including VR work situation as more useful for their teaching than its viewer-excluding version. This suggests that the perceived educational usefulness of a VR work situation depends on the spatial relation of its viewer and environment, that is, the spatial human-environment relation it involves. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01