期刊
INTERNATIONAL JOURNAL OF LEARNING TECHNOLOGY
卷 17, 期 2, 页码 115-132出版社
INDERSCIENCE ENTERPRISES LTD
DOI: 10.1504/IJLT.2022.10049983
关键词
learning; natural science; virtual reality; augmented reality; immersive technology; elementary education; interactivity; presence; flow; pedagogical intervention
资金
- National Agency for Research and Development, ANID, Chile [1191891]
This study aims to understand how elementary school students experience immersive technology, and the findings indicate that students have favorable levels of interactivity, presence, and flow, with significant and positive associations between these properties.
The integration of immersive technology is one of the main trends in education. The purpose of this study is to understand how elementary school students experience the use of immersive technology, considering three properties: interactivity, presence, and flow. A natural science pedagogical intervention that incorporated the use of virtual reality and augmented reality was elaborated. 231 students from four schools in Concepcion, Chile, participated. After the intervention, an instrument was applied to learn about the immersive experience. Findings indicate a high degree of agreement with the instrument's statements, which allows us to determine favourable levels of interactivity, presence, and flow, as well as the significant and positive association of these technological properties. Guidelines are proposed to maximise the capacity of immersive technologies in learning environments.
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