EcoMobile: Blended Real and Virtual Immersive Experiences for Learning Complex Causality and Ecosystems Science

哈佛大学（Harvard University）的研究人员正在研究，通过将虚拟生态系统中的沉浸式体验与注入虚拟资源的真实生态系统中的沉浸式体验相结合，是否可以使中学生态系统科学教学更具吸引力和有效性。项目人员正在开发一套学习资源，以便通过移动宽带设备进行部署，为学生提供在实地工作时获取信息和模拟的虚拟途径。EcoMobile项目正在测试这样一个假设，即如果学生们通过为期四周的探究性课程，在模拟生态系统中提供沉浸式体验，使用智能手机、平板电脑和其他移动设备收集和共享数据，访问现场信息，并在调查真实生态系统的同时访问地理参考位置，那么学生的参与度、自我效能和对生命科学标准的理解将得到提高。目标受众是中学生和教师、课程开发者和教育研究者。该项目使用准实验方法收集有关混合环境方法的可用性、学生收益以及两种学习模式之间关系的数据。试点中学教师正在实施EcoMobile课程和一个不使用移动设备的比较课程。研究人员使用各种评估工具和方法，测量学生的知识、态度和自我效能的变化。将虚拟和移动设备增强的现实世界学习体验相结合，可以潜在地增强学生主导的探究，增强学习，以及学生理解和解决复杂环境问题的能力。EcoMobile涵盖了当今许多学生带到学校的学习优势和偏好类型，基于他们对社交媒体、移动设备和游戏的使用。在科学课堂中使用虚拟和增强现实学习环境可以通过提高他们对科学学习、自我效能和科学技术知识的参与，拓宽科学职业的科学池。

Researchers at Harvard University are studying whether middle school instruction about ecosystem science can be made more engaging and effective by combining immersion experiences in virtual ecosystems with immersion experiences in real ecosystems infused with virtual resources. Project personnel are developing a set of learning resources for deployment by mobile broadband devices that provide students with virtual access to information and simulations while working in the field. The EcoMobile project is testing the hypothesis that student engagement, self-efficacy, and understanding of life science standards will be enhanced if students using a four-week inquiry-based curriculum that provides immersion experiences in simulated ecosystems employ smartphones, tablets, and other mobile devices to collect and share data, access on-site information, and visit geo-referenced locations while investigating real ecosystems. Target audiences are middle school students and teachers, curriculum developers, and education researchers.The project is using quasi-experimental methods to collect data on the usability of the blended environment approach, student gains, and relationships between the two modes of learning. Pilot-test middle school teachers are implementing the EcoMobile curriculum and a comparison curriculum that does not employ mobile devices in the field. Using a variety of assessment instruments and methods, researchers are measuring changes in students' knowledge, attitudes, and self-efficacy. Blending virtual and mobile device-enhanced real world learning experiences can potentially enhance student-directed inquiry, enhance learning, and students' ability to understand and solve complex environmental problems. EcoMobile encompasses the types of learning strengths and preferences many students today bring to school, based on their use of social media, mobile devices, and games. Employing virtual and augmented reality learning environments in science classes may broaden the pool of science in science careers by enhancing their engagement in science learning, self-efficacy, and knowledge of science and technology.