3D Virtual Reality in K-12 Education: A Thematic Systematic Review
3D Virtual Reality in K-12 Education: A Thematic Systematic Review
复制标题
K-12 教育中的 3D 虚拟现实：专题系统回顾
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
H. Crompton
中科院分区：
文献类型：
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作者：
Rebecca Tilhou;V. Taylor;H. Crompton
随着21世纪3D虚拟技术的进步，模糊物质现实和数字世界之间的界限的能力正在全球范围内的K-12教室激增。采用专题系统回顾的方法，考察了2010-2019年K-12教育中的三维(3D)虚拟现实(VR)。调查结果揭示了当代3D VR技术的特定特征和能力，3D VR技术如何在K-12教育中使用，以及3D VR如何支持学习体验。在3D虚拟世界中，学生能够通过虚拟呈现进行外围查看，体验天气、时间和不同的环境，并虚拟触摸和检查对象。目前的研究表明，3D VR普遍应用于初中和高中的科学课堂，并促进建构主义的一个分支--探究性学习(IBL)的教学方法。回顾的研究表明，整合3D VR技术可以增强学习体验，提高学习成绩和动机。
With progressive twenty-first-century 3D virtual technologies, the ability to blur the lines between material reality and digital worlds is proliferating in K-12 classrooms across the globe. A thematic systematic review was used to examine three-dimensional (3D) virtual reality (VR) in K-12 education from 2010 to 2019. Findings revealed specific features and capabilities of contemporary 3D VR technologies, how 3D VR technologies are being used in K-12 education, and how 3D VR supports learning experiences. In 3D virtual worlds, students are able to view peripherally through a virtual presence, experience weather, time, and different environments, and virtually touch and examine objects. The current research showed that 3D VR is commonly applied in middle and high school science classrooms and facilitates the pedagogic approach of inquiry-based learning (IBL), a branch of constructivism. The reviewed studies indicated that integrating 3D VR technologies leads to enhanced learning experiences, leading to increased achievement and motivation.