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Primary school students' engagement in a 3D virtual learning environment (3D VLE)
Author
Nonis, Darren Anthonio Marino
Supervisor
Lim, Cher Ping
Abstract
The main purpose of this study is to explore how the three-dimensional virtual learning environment (3D VLE), Quest Atlantis (QA) is used to engage primary school students in the learning of scientific concepts. The issue of student engagement is crucial since primary school students often find it difficult to grasp scientific concepts and the 3D VLE offers teachers with opportunities to engage students and improve the quality of learning.
In this exploratory study, the author has employed qualitative and quantitative methods and triangulated his research using observations, group interviews, one-to-one interviews and the students' work. The 7-level taxonomy of engagement propounded by Bangert-Drowns and Pike (2002) was used as a guide.
The key findings indicate that learner analysis is necessary so that just-in-time information technology skills can be taught and the appropriate scaffolding built into the lesson. In addition, the role of the teacher is crucial to the level of engagement students achieve. Orienting activities that support learner autonomy help students to be more engaged. These activities may include introductory sessions to the 3D VLE with clear objectives for the lesson and teacher demonstration in completing a sample task. A 3D VLE like QA can create the initial interest but the level of engagement a student achieves depends on the content. Thus, engagement in the 3D space does not necessarily mean engagement with the content or task.
In this exploratory study, the author has employed qualitative and quantitative methods and triangulated his research using observations, group interviews, one-to-one interviews and the students' work. The 7-level taxonomy of engagement propounded by Bangert-Drowns and Pike (2002) was used as a guide.
The key findings indicate that learner analysis is necessary so that just-in-time information technology skills can be taught and the appropriate scaffolding built into the lesson. In addition, the role of the teacher is crucial to the level of engagement students achieve. Orienting activities that support learner autonomy help students to be more engaged. These activities may include introductory sessions to the 3D VLE with clear objectives for the lesson and teacher demonstration in completing a sample task. A 3D VLE like QA can create the initial interest but the level of engagement a student achieves depends on the content. Thus, engagement in the 3D space does not necessarily mean engagement with the content or task.
Date Issued
2004
Call Number
Q183.4.S55 Non
Date Submitted
2004