Prisms, a novel immersive learning platform to increase proficiency on bottleneck topics in secondary STEM

Prisms，一种新颖的沉浸式学习平台，可提高中学 STEM 瓶颈主题的熟练程度

• 批准号: 10252740
• 负责人: Anurupa Ganguly
• 金额: $ 24.68万
• 依托单位: PRISMS OF REALITY INC.
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-05 至 2022-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10252740
• 关键词: 3-Dimensional; Achievement; Address; Algebra; Area; Awareness; Cataract; Data; Data Analytics; Data Collection; Decision Making; Development; Drops; Education; Educational Curriculum; Educational process of instructing; Ensure; Environmental Policy; Evaluation; Feedback; Fostering; Future; Geometry; Goals; Graph; Growth; Health; Health Policy; Healthcare; Immersion; Individual; Instruction; Intervention; Learning; Learning Module; Machine Learning; Mathematics; Measures; Medical; Mission; Modeling; Motivation; Other Genetics; Outcome; Ozone; Pain; Performance; Phase; Policies; Problem Solving; Protocols documentation; Public Health; Public Policy; Quantitative Reasoning; Regulation; Research; Risk; STEM field; Scientific Inquiry; Self-Direction; Skin Cancer; Structure; Students; System; Testing; Thinking; Time; Ultraviolet Rays; Visualization; algebraic concepts; base; climate change; cloud based; constructivism; cost effective; dashboard; design; experience; flexibility; high school; improved; individualized feedback; innovation; insight; iterative design; learning outcome; mathematical model; mathematical sciences; mathematical theory; multimodal data; novel; pedagogy; personalized learning; skills; sound; student participation; teacher; technique development; tool; trigonometry; virtual; virtual reality; virtual reality environment

Project Summary/ Abstract Prisms of Reality seeks to develop and assess the impact and feasibility of an immersive virtual reality (IVR) learning platform that targets high-leverage pain points in the secondary math and science curriculum to support a more diverse and well-equipped healthcare workforce. Our platform engages students in self-directed scientific inquiry using compelling real world contexts that develop empirical decision-making skills with regards to key issues in public health. In Phase I, we will design an IVR learning module for high school Algebra that emphasizes how mathematical modeling of ultraviolet rays using trigonometric functions can be applied to reason quantitatively about the risks posed by ozone depletion, which led to the 1987 Montreal Protocol. In the face of ever changing climate change regulations, our module will ensure students are capable of flexibly applying quantitative models in support of policies that advance public health outcomes while improving proficiency on math and science skills that preclude so many from continuing their education in STEM, specifically in the medical fields. There is evidence that IVR increases motivation and engagement, but applications in learning that empirically improve student outcomes have proven to be elusive. Therefore, the development of a pedagogical framework in IVR that leads to enduring understanding and increased achievement will be ground-breaking for STEM teaching and learning. Our platform employs constructivist, gamified narratives that foster “hands on” student discovery and 3D sense-making of natural phenomena and mathematical models tied to public health issues. Through holistic data collection and analytics, our teacher-facing learning management system will track each student’s conceptual progress and provide individualized feedback. If successful, Prisms’ platform will not only transform the student experience and achievement, but will provide a model of how progressive pedagogical practices can be actualized through IVR to yield meaningful student outcomes. To develop the platform, in Phase I Prisms will a) design a robust game-based pedagogical framework that harnesses innovative features unique to VR to cultivate deep conceptual flexibility and abstract reasoning skills based on authentic real world problems; b) explore effective VR functionalities, experience design, and development techniques for high quality implementation using the cost-effective Oculus Quest; c) implement a teacher-facing learning management system that will provide teachers data-driven insights about student learning in order to support individualized feedback and intervention; and d) evaluate productive user experience & empirically measure our platform’s impact on learning outcomes in authentic classroom settings.

项目摘要/摘要 现实的棱镜寻求开发和评估身临其境的虚拟现实的影响和可行性 (IVR)针对中学数学和科学的高杠杆痛点的学习平台 课程，以支持更多样化和装备精良的医疗保健劳动力。我们的平台与 学生在自我导向的科学探究中使用令人信服的现实世界背景，发展经验 在公共卫生关键问题上的决策技巧。在第一阶段，我们将设计一个IVR 高中代数学习模块，强调紫外线的数学建模 使用三角函数可以用来对臭氧造成的风险进行定量推理 枯竭，这导致了1987年的蒙特利尔议定书。面对日新月异的气候变化 规则，我们的模块将确保学生能够灵活地应用定量模型 支持在提高数学和科学能力的同时提高公共卫生成果的政策 这些技能使许多人无法继续在STEM接受教育，特别是在医疗领域。 有证据表明，IVR增加了动力和参与度，但在学习中的应用 事实证明，改善学生成绩是难以捉摸的。因此，开发一种 IVR的教学框架将导致持久的理解和更高的成就 开创性地开展STEM教与学。我们的平台采用建构主义，游戏化 促进学生发现自然现象和对自然现象进行3D感知的故事以及 与公共健康问题相关的数学模型。通过全面的数据收集和分析，我们的 面向教师的学习管理系统将跟踪每个学生的概念进展并提供 个性化反馈。如果成功，Prisms的平台不仅将改变学生的体验 和成就，但将为如何实施进步的教学实践提供一个模式 通过IVR产生有意义的学生结果。 为了开发该平台，在第一阶段，Prisms将a)设计一个健壮的基于游戏的教学框架 它利用VR独有的创新功能来培养深刻的概念灵活性和抽象性 基于真实世界问题的推理技能；b)探索有效的VR功能， 使用具有成本效益的高质量实施的经验设计和开发技术 Oculus Quest；c)实施面向教师的学习管理系统，为教师提供 对学生学习的数据驱动的洞察，以支持个性化的反馈和干预； 以及d)评估高效的用户体验，并从经验上衡量我们的平台对学习的影响 在真实的课堂环境中的结果。