The Pedagogic Value of Learning Design with Virtual Reality

Autor/in	Nisha, Bobby
Titel	The Pedagogic Value of Learning Design with Virtual Reality
Quelle	In: Educational Psychology, 39 (2019) 10, S.1233-1254 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1661356
Schlagwörter	Teaching Methods; Computer Simulation; Interdisciplinary Approach; Spatial Ability; Correlation; Design; Outcomes of Education; Futures (of Society); Role; Curriculum Design; Visualization; Architecture; Urban Planning; Technology Uses in Education; Graduate Students; Space Utilization; Intervention; Student Attitudes; Empathy; Self Concept; Imagination; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Räumliches Vorstellungsvermögen; Korrelation; Lernleistung; Schulerfolg; Future; Society; Zukunft; Rollen; Lehrplangestaltung; Visualisation; Visualisierung; Architektur; Stadtplanung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Raumnutzung; Schülerverhalten; Empathie; Selbstkonzept; Ausland
Abstract	Spatial design as a discipline relies on the psychological construct of space. In the light of shortcomings and challenges faced by traditional approaches to spatial design learning, this paper investigates the role and value of Virtual Reality (VR) as a pedagogic vehicle. Based on understandings informed by action-research using VR with learners in two modules, and underpinning interdisciplinary research on cognition, perception of space, and learning pedagogies; the paper works through defined research questions on both impact of learning with VR, development of spatial cognition with VR, and the differences between traditional approaches to spatial design curriculum and VR enabled approach and whether or not these differences are associated with differential outcomes. We propose VR enhanced design education pedagogical framework and argues that such an approach is needed to shape futuristic thinking in spatial design teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01