Creators, classrooms, and cells : designing for the benefits and limitations of learning in immersive virtual reality
Author(s)Wang, Annie,S.M.Massachusetts Institute of Technology.
Massachusetts Institute of Technology. Department of Comparative Media Studies.
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In the last few years, the perception of virtual reality (VR) has shifted from an entertaining novelty to an increasingly mainstream technological medium. However, the methods of creating and assessing high-fidelity immersive VR for learning remain nascent. With the growing demands for change in the 21st-century American education system, it is increasingly important for designers and developers to approach the topic of VR for K-12 learning thoughtfully yet critically. This thesis grounds VR within the greater context of technology-mediated learning by examining its affordances, relevant educational frameworks, and cognitive limitations through the academic lenses of pedagogy, cognitive science, and educational psychology. It then utilizes a case study, the CLEVR project, to trace an in-depth example of an ongoing VR game through user feedback, data analysis, and iterative game design. Ultimately, I use findings generated from the CLEVR project to develop recommendations for designing and integrating VR into K-12 classrooms, with the hopes of informing current and future designers about balancing VR's affordances with learning outcomes in order to develop successful immersive learning experiences.
Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, May, 2020Cataloged from the official PDF of thesis.Includes bibliographical references (pages 91-100).
DepartmentMassachusetts Institute of Technology. Department of Comparative Media Studies
Massachusetts Institute of Technology
Comparative Media Studies.