Authenticity, Interactivity, and Collaboration in VR Learning Games
Name
frobt-05-00133.pdf
Description
Published version
Size
1.23 MB
Format
Adobe PDF
Checksum (MD5)
0d2cf6b8df6a1038ef144d9c9b83ded0
Author(s)
Thompson, Meredith M
Wang, Annie
Roy, Dan
Klopfer, Eric
Date Issued
2018
Journal
Frontiers Robotics AI
Publisher
Frontiers Media SA
Version
Final published version
Abstract
© 2018 Thompson, Wang, Roy and Klopfer. Decreasing cost and increasing technology access in schools places 3D immersive virtual reality (VR) within the reach of K-12 classrooms (Korbey, 2017). Educators have great interest in incorporating VR into classrooms because they are engaging and often novel experiences. However, long-term curriculum development must be positioned on how to best leverage the unique affordances of VR, be informed by theory and research, and integrate VR in meaningful ways that continue to motivate students even after experiences are no longer novel. We propose the theoretical framework of embodied learning and discuss how VR and reflect on current research findings to outline effective applications of VR and provide guidelines in developing educational materials using those tools. We discuss two particular examples: spatial awareness and collaboration. We share our perspectives on the benefits and challenges of applying these principles in a learning game about cellular biology.
MIT Department
Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing
Terms of Use
Creative Commons Attribution 4.0 International license
Persistent DSpace Link
DOI of Published Version
10.3389/FROBT.2018.00133
https://doi.org/10.3389/FROBT.2018.00133
