Mixed Reality Multimedia Learning to Facilitate Learning Outcomes from Project Based Learning
Mixed Reality Multimedia Learning to Facilitate Learning Outcomes from Project Based Learning
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混合现实多媒体学习促进基于项目的学习的学习成果
DOI：
10.1061/9780784482865.017
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
London, Jeremi
中科院分区：
文献类型：
--
作者：
Patil, Karan R.;Ayer, Steven K.;Wu, Wei;London, Jeremi
有效的建筑工程和管理教育需要实践经验，这在传统的课堂环境中是不提供的。像太阳能十项全能这样的体育竞赛对于提供体验式学习机会很有价值，可以支持学生隐性和显性知识的发展，但由于资金和资源的限制，这些比赛通常不是对所有学生开放的。资源密集程度较低的教学策略，如基于项目的学习，可以通过为学习内容提供背景来模拟物理体验的好处。本文回顾了基于项目的学习文献，以确定采用该策略所报告的学习收益的趋势。此外，新兴技术提供了创建低成本、沉浸式多媒体环境的能力，这些环境可能能够支持以物理设计和施工经验为目标的学习类型。多媒体学习理论的文献探讨了多媒体应用的机会，以促进由体育教育背景衍生的学习，但使用越来越实惠的多媒体策略。本文确定了六种学习收益，这些收益具有理论上的潜力，可以通过使用增强现实和虚拟现实技术来促进。理论潜力是根据先前对教学策略的研究推断出来的，这些教学策略为学习内容提供了现实世界的背景。本文的作者建议使用确定的学习收益作为目标，专门设计实施研究来验证这种潜力。当实证验证沉浸式技术在建筑教育中的使用时，在结果部分中确定的学习收益可以在未来的研究中有针对性和衡量。这项工作的贡献在于综合了未来研究人员应该基于相关学习背景的先前研究证据的学习收益。
Effective construction engineering and management education requires hands-on experiences that have not traditionally been offered in classroom settings. Physical building competitions like Solar Decathlon are valuable for providing experiential learning opportunities that may support tacit and explicit knowledge development among students, but they are often not available to all students due to funding and resource limitations. Less resource intensive teaching strategies, such as project based learning, can mimic the benefit of physical experiences by providing context to learning content. This paper reviews project based learning literature to identify trends in reported learning gains from the adoption of this strategy. Additionally, emerging technologies offer the ability to create low cost, immersive multimedia environments that may be able to support the types of learning targeted by physical design and construction experiences. Literature on multimedia learning theory is explored to identify opportunities for multimedia applications to facilitate learnings derived by physical educational contexts, but with the use of increasingly affordable multimedia strategies. This paper resulted in identifying six learning gains that have a theoretical potential to be facilitated using augmented reality and virtual reality technologies. The theoretical potential was deduced based on prior research on teaching strategies that provide real-world context to learning content. The authors of this paper propose using the identified learning gains as targets to specifically design implementation studies to verify this potential. The learning gains identified in the results section can be targeted and measured in future research when empirically validating the use of immersive technologies for construction education. The contribution of this work is in synthesizing the learning gains that future researchers should target based on evidence from prior research in related learning contexts.
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