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  • Author or Editor: Li Ping Thong x
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Abstract

With the advancement of immersive virtual reality (VR) there are various possibilities with the introduction of these technologies. Preparing students to effectively navigate, contribute to, and participate in virtual environments appears to be an important set of stem-related competencies in the future. This chapter describes the VR Education Model (VEM), describing elements of this technology and its possible application in the classroom. One factor in student underachievement in stem subjects may be a heavy reliance upon textual representations at the expense of more visuo spatial representations. Therefore, the use of VR may be particularly beneficial when representing and learning about stem-related concepts. The authors envisage a number of scenarios that include but are not limited to the possibilities described in this chapter. The implementation of VR is discussed in terms of a broader stem vision that meets the unique needs and priorities of each school.

In: STEM Education: An Emerging Field of Inquiry

Abstract

With the advancement of immersive virtual reality (VR) there are various possibilities with the introduction of these technologies. Preparing students to effectively navigate, contribute to, and participate in virtual environments appears to be an important set of stem-related competencies in the future. This chapter describes the VR Education Model (VEM), describing elements of this technology and its possible application in the classroom. One factor in student underachievement in stem subjects may be a heavy reliance upon textual representations at the expense of more visuo spatial representations. Therefore, the use of VR may be particularly beneficial when representing and learning about stem-related concepts. The authors envisage a number of scenarios that include but are not limited to the possibilities described in this chapter. The implementation of VR is discussed in terms of a broader stem vision that meets the unique needs and priorities of each school.

In: STEM Education: An Emerging Field of Inquiry

Abstract

In this research the authors explore ClasSimVR, a proof-of-concept immersive virtual reality (ivr) application. This software is designed to support pre-service teachers (psts) implementation of a School-Wide Positive Behaviour Interventions and Supports (swpbis) approach to challenging student behaviours. ClasSimVR offers users the opportunity to engage with immersive hypothetical scenarios, whereby virtual students display challenging behaviours. Users respond to these behaviours with a range of possible actions aligned with a swpbis approach. The authors draw on a research-through-design (rtd) methodology to explore the design process of ClasSimVR. The article investigates the implications of an expert evaluation (n=5) conducted as part of the design process of creating ClasSimVR. More broadly, this research contributes to the discourse surrounding the design and implementation of immersive learning environments in educational contexts.

Open Access
In: Video Journal of Education and Pedagogy