June 24, 2017
June 24, 2017
June 28, 2017
Computers in Education
This paper introduces a desktop virtual reality (VR) simulation developed to facilitate inductive learning of fluid pressure characteristics and presents results from trialing it in inductive teaching (whole-class, teacher-led) vs. inductive learning (individual, more student-led) scenarios in a sophomore/junior level fluid mechanics course.
Assessments administered to gauge learning included true/false, descriptive and drawing questions. Results show that the inductive teaching scenario led to better student performance, with higher average scores across all but one question. These differences were significant for the whole assessment, and for the individual true/false questions. The inductive scenario used (as against gender, age, test scores etc.) turned out to be the only determining factor. The extent of differences between the two scenarios was substantial considering the introductory concepts addressed and the detailed guided inquiry materials provided.
The online and desktop version of the VR simulation are available for free use. Alternate versions (for tablets) and an augmented reality (AR) simulation that were developed for the same purpose are also mentioned.
Savadatti, S., & Johnsen, K. (2017, June), Exploring a Virtual Reality Simulation to Aid Inductive Learning of Fluid Pressure Characteristics Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28325
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