Learning about complex environmental processes in immersive and non-immersive virtual environments

了解沉浸式和非沉浸式虚拟环境中的复杂环境过程

• 批准号: 9873620
• 负责人: William Winn
• 金额: $ 113.89万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-10-01 至 2002-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9873620&HistoricalAwards=false
• 关键词: Learning; about; complex; environmental; processes

The proposed research seeks to understand when and if immersive virtual environments make it easier for students to understand complex ecological processes compared to what they can learn from desktop simulations and other experiences. The immersive and non-immersive learning materials will be built from databases and models developed by the PRISM project. This project models environmental interactions in the Puget Sound.The framework that guides this project is built from an understanding of three properties of VEs; their ability to induce "presence" in users; their ability to support extensive, natural interactions with objects; and thier ability to make accessible to the senses events that are normally undetectable. These properties of VEs have the potential of supporting constructivist approaches to teaching and learning and thus helping students develop scientifically correct mental models of scientific phenomena.The study will focus primarily on college age students. However, in the latter part of the study, they will include high school seniors.

拟议的研究旨在了解沉浸式虚拟环境何时以及是否使学生更容易理解复杂的生态过程，而不是他们可以从桌面模拟和其他体验中学到的东西。 沉浸式和非沉浸式学习材料将根据PRISM项目开发的数据库和模型构建。 这个项目模拟了普吉特海湾的环境交互作用。指导这个项目的框架是建立在对虚拟环境的三个属性的理解之上的：它们诱导用户“在场”的能力;它们支持与物体进行广泛、自然交互的能力;以及它们使感官能够接近通常无法检测到的事件的能力。 虚拟环境的这些特性有可能支持建构主义的教学方法，从而帮助学生发展科学正确的科学现象的心理模型。 然而，在研究的后半部分，他们将包括高中毕业生。