Fostering Science Interests through Head-Mounted Displays

Autor/inn/en	Andersen, Martin Stolpe; Klingenberg, Sara; Petersen, Gustav Bøg; Creed, Peter A.; Makransky, Guido
Titel	Fostering Science Interests through Head-Mounted Displays
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 2, S.369-379 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andersen, Martin Stolpe) ORCID (Klingenberg, Sara) ORCID (Petersen, Gustav Bøg) ORCID (Creed, Peter A.) ORCID (Makransky, Guido)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12749
Schlagwörter	Science Interests; Computer Simulation; Science Instruction; Authentic Learning; Field Trips; Middle School Students; Foreign Countries; Video Technology; Climate; Self Efficacy; Outcomes of Education; Greenland + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Exkursion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Klima; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Grönland
Abstract	Background: Research suggests that head-mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention. Objectives: We investigated the effects of a one-time experience of a virtual field trip to Greenland in a sample of 105 middle school students. Methods: Students used either a standard 2D video (video condition; N = 50) or an HMD (HMD condition; N = 55) as part of a six-lesson educational activity on the topic of climate change. Informed by social cognitive career theory (SCCT), we investigated the effects of the different conditions (video vs. HMD) on the outcomes of self-efficacy, outcome expectations, interest, and science intentions across three time points. Results and Conclusions: The results showed that using the HMD-based virtual field trip, compared to the video, had a positive immediate effect on self-efficacy and interest, and total later effects on self-efficacy, outcome expectations, and interest an average of two and a half weeks after the virtual field trip. The results suggest that HMD-based virtual field trips can influence self-efficacy, outcome expectations, and interest more than a video-based virtual field trip when measured approximately two and a half weeks after the intervention. (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