Immersive Virtual Reality as an Authentic Learning Activity in Problem Based Learning: A Case Study of Elementary Students’ Learning Behaviors
DOI:
https://doi.org/10.56198/Keywords:
Hypothetical model of immersive cognition, ICAP framework, Immersive virtual reality, Problem-based learning, Student collaborationAbstract
Problem-based learning (PBL) has become increasingly popular in K-12 education. It has also presented educators and designers with the challenge of providing authentic resources to students. One possible solution is the use of immersive virtual reality (IVR) as an authentic resource. This case study sought to elicit the perspectives and observed learning behaviors of elementary students using IVR in their PBL-based STEM class. The emergent themes suggested elementary students view IVR as a valuable authentic resource. Observed learning behaviors indicated elementary students can make observations and draw conclusions from IVR content.
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