Effects of a Virtual Reality-Based Pottery Making Approach on Junior High School Students' Creativity and Learning Engagement

Autor/inn/en	Guan, Jue-Qi; Wang, Liang-Hui; Chen, Qu; Jin, Kai; Hwang, Gwo-Jen
Titel	Effects of a Virtual Reality-Based Pottery Making Approach on Junior High School Students' Creativity and Learning Engagement
Quelle	In: Interactive Learning Environments, 31 (2023) 4, S.2016-2032 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guan, Jue-Qi) ORCID (Wang, Liang-Hui) ORCID (Chen, Qu) ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1871631
Schlagwörter	Ceramics; Art Education; Educational Technology; Computer Simulation; Junior High School Students; Grade 7; Program Effectiveness; Teaching Methods; Creativity; Learner Engagement; Student Behavior; Foreign Countries; China + Suchen Sie Ihr Suchwort? Keramik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Unterrichtsmedien; Computergrafik; Computersimulation; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Student behaviour; Schülerverhalten; Ausland
Abstract	Pottery making in technology education aims to foster students' practical and creative ability. In a typical pottery making class, students receive the teacher's instruction on the fundamental techniques used in pottery making and have opportunities to practice. It is meaningful to construct an observation-doing-reflection process for students in a pottery making class to promote their learning experience and performance. Therefore, in this study, a Virtual Reality (VR)-based pottery making approach was applied to technology education in a junior high school to examine its effects on students' creativity and learning engagement. A total of 97 seventh graders from three classes participated in pottery making in class. One class of 34 students was assigned to be the experimental group learning with the VR-based approach, while the other two classes were assigned to be the control groups, with 30 students learning with the paper-and-pencil approach and 33 students with the clay-based approach. The results showed that the students learning with the VR-based approach were not only more creative in terms of their products, but also had higher cognitive engagement than those in the control groups. Moreover, the VR-based approach improved the students' behavioral, emotional and social engagement compared to the paper-and-pencil approach. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01