VR and Education

Assessing Learning in VR: Towards Developing a Paradigm Virtual Reality in Roving Vehicles (VRRV) Project.

HITL Tech Report:TR-95-1-rose. Rose, H. (1995). (FH-hr-95-02) [RTF Document]

The question of how to assess VR is particularly significant because it exemplifies the broader, theoretical conflict between traditional and constructivist learning approaches. This report presents an example of how the VRRV Project is using VR in schools, and identifies significant factors for assessment. The issue of test reliability versus validity is addressed both in terms of general education, and specifically in using VR. The underlying psychological theories of information processing and constructivism and discussed in terms of developing a comprehensive paradigm to guide the application and research of VR. This discussion is followed by an overview of specific approaches for measuring learning in VR, along with hints and cautions about conducting educational assessment.

Design and Construction of a Virtual Environment for Japanese Language Instruction.

Rose, H. (1996).(FH-hr-96-02) Available as HTML Document. (Masters Thesis)

The Effect of Having Grade Seven Students Construct Virtual Environments on Their Comprehension of Science.

Presented at the Annual Meeting of the American Educational Research Association, Chicago, March 1997. Osberg, K., Rose, H., Winn, W., Hollander, A., Hoffman, H., and Char, P. (1997).(FH-jnt-97-01) [HTML]

This paper describes the application of constructivist learning principles as embodied in virtual environment development and experience. The authors describe the positive value of virtual environment creation on children's comprehension of wetlands biology content. Results of the study indicate that virtual environment design and development contributed to students' understanding by presenting content information in both visual and text-based forms, leading to the development of rich conceptual representations and experiences.

The Effect of Student Construction of Virtual Environments on the Performance of High- and Low-Ability Students.

Presented at the Annual Meeting of the American Educational Research Association, Chicago, March 1997. Winn, W., Hoffman, H., Hollander, A., Osberg, K., and Rose, H., and Char, P. (1997). (FH-jnt-97-02) [HTML]

This paper describes the value of virtual environment construction as a learning tool. Factors compared include ability, gender, and affective characterstics of students who took part in the study. Results indicate that virtual environment creation is of most value to lower-ability boys, whereas high-ability students of both sexes tend to do well scholastically regardless of educational treatment. Further analysis yielded preliminary results indicating that high-spatial students enjoy virtual environments more than low-spatial students and have a stronger sense of "presence".

Zengo Sayu: An Immersive Educational Environment for Learning Japanese:

Final Report to The Washington Technology Center Rose,H. (1996). (FH-hr-96-01). Available as RTF Document

Zengo Sayu is a virtual environment where students learn Japanese through direct experience with the language. The environment is populated with objects that talk and help students learn vocabulary, sentence structures and grammar through meaningful, self-directed activities. Activities increase in complexity leading to a construction game where students follow and give commands to arrange building blocks. The game can be played either by a single student with the computer, or by groups of students interacting within the same virtual space.

Zengo Sayu: An Immersive Educational Environment for Learning Japanese.

(1995) Rose, Howard and Billinghurst, M. HITL Technical Report No. TR-95-4. [HTML Document] (FH-hr-95-01)