The Utility of 3D, Haptic-Enabled, Virtual Reality Technologies for Student Knowledge Gains in the Complex Biological System of the Human Heart

Autor/inn/en	Hite, Rebecca L.; Jones, Melissa Gail; Childers, Gina M.; Ennes, Megan E.; Chesnutt, Katherine M.; Pereyra, Mariana; Cayton, Emily M.
Titel	The Utility of 3D, Haptic-Enabled, Virtual Reality Technologies for Student Knowledge Gains in the Complex Biological System of the Human Heart
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 3, S.651-667 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hite, Rebecca L.) ORCID (Ennes, Megan E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12638
Schlagwörter	Computer Simulation; Technology Uses in Education; Human Body; Knowledge Level; Teaching Methods; Manipulative Materials; Secondary School Students; Physiology + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Menschlicher Körper; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Sekundarschüler; Physiologie
Abstract	Background: Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K-12 learners and medical students alike. Objective: Textbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic-enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies. Methods: An exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11-12 years old; n = 75) and ninth grade (14-15 years old; n = 76) completed a pre- and post-assessment on cardiac knowledge, anatomy, and physiology punctuated by technology-delivered instruction on the human heart. Results and Conclusions: Significant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation. Takeaways: Results suggest that 3D HE VR technologies provide learners robust representations of and student-driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology-assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students. (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