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  • Equivalence of using a desktop virtual reality science simulation at home and in class

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    Author(s)
    Makransky, Guido
    Mayer, Richard E
    Veitch, Nicola
    Hood, Michelle
    Christensen, Bang
    Gadegaard, Helen
    Griffith University Author(s)
    Hood, Michelle H.
    Year published
    2019
    Metadata
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    Abstract
    The use of virtual laboratories is growing as companies and educational institutions try to expand their reach, cut costs, increase student understanding, and provide more accessible hands on training for future scientists. Many new higher education initiatives outsource lab activities so students now perform them online in a virtual environment rather than in a classroom setting, thereby saving time and money while increasing accessibility. In this paper we explored whether the learning and motivational outcomes of interacting with a desktop virtual reality (VR) science lab simulation on the internet at home are equivalent ...
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    The use of virtual laboratories is growing as companies and educational institutions try to expand their reach, cut costs, increase student understanding, and provide more accessible hands on training for future scientists. Many new higher education initiatives outsource lab activities so students now perform them online in a virtual environment rather than in a classroom setting, thereby saving time and money while increasing accessibility. In this paper we explored whether the learning and motivational outcomes of interacting with a desktop virtual reality (VR) science lab simulation on the internet at home are equivalent to interacting with the same simulation in class with teacher supervision. A sample of 112 (76 female) university biology students participated in a between-subjects experimental design, in which participants learned at home or in class from the same virtual laboratory simulation on the topic of microbiology. The home and classroom groups did not differ significantly on post-test learning outcome scores, or on self-report measures of intrinsic motivation or self-efficacy. Furthermore, these conclusions remained after accounting for prior knowledge or goal orientation. In conclusion, the results indicate that virtual simulations are learning activities that students can engage in just as effectively outside of the classroom environment.
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    Journal Title
    PLOS ONE
    Volume
    14
    Issue
    4
    DOI
    https://doi.org/10.1371/journal.pone.0214944
    Copyright Statement
    © 2019 Makransky et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
    Subject
    Educational psychology
    Science, technology and engineering curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/384500
    Collection
    • Journal articles

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