Don't Forget to Assess: How Teachers Check for New and Deeper Learning When Integrating Virtual Reality in the Classroom

Autor/inn/en	Castaneda, Lisa M.; Bindman, Samantha W.; Divanji, Riddhi A.
Titel	Don't Forget to Assess: How Teachers Check for New and Deeper Learning When Integrating Virtual Reality in the Classroom
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 2, S.210-229 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1950083
Schlagwörter	Evaluation Methods; Computer Simulation; Technology Uses in Education; High School Teachers; High School Students; Student Evaluation; Technology Integration; Teacher Attitudes; Instructional Effectiveness; Student Attitudes + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Lehrerverhalten; Unterrichtserfolg; Schülerverhalten
Abstract	Teachers consider learning goals as they implement new technologies like Virtual Reality in the classroom, but may overlook or struggle with verifying whether new learning actually occurred. We interviewed six US high school teachers and surveyed 277 of their students to understand the pedagogical implications and challenges of coordinating assessments with the integration of VR in their classrooms. Some teachers devised new assessment strategies to capture the deep, constructivist, learning they saw occurring in their students as a result of VR. Students' responses suggest they needed more explicit goals for the VR class activities, but students provided insights about the benefits they perceived for their retention of relevant information. Future work should continue to explore the alignment of learning objectives, technology, and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01