Using Virtual Reality in the Classroom: Reflections of STEM Teachers on the Use of Teaching and Learning Tools

Yıl 2020, , 231 - 245, 01.07.2020

Bekir Yıldırım , Emine Sahin Topalcengiz , Gökhan Arıkan , Serkan Timur

https://doi.org/10.21891/jeseh.711779

Cited By: 5

Öz

The purpose of the study was to determine teachers’ opinions about virtual reality (VR). Virtual Reality Interview Form (VRIF) administered to seven teachers after the implementation of VR practices. Teachers received three weeks of intensive training. Afterward, teachers applied VR for two months in their classrooms. Later, interviews held with them. Findings indicated that different VR practices, including Google Cardboard, were used in the classroom. According to the teachers, using virtual reality in the classroom captured students’ interest, increased their creativity, allowed students to take virtual trips, increased students’ motivation, improved students’ technology literacy, individualized learning; made students easier to understand difficult concepts. The potential problems of using VR were not asked the teachers; however, teachers mentioned that online safety and security, student access, and technology gaps were the problems they faced. The findings of this study suggest that the use of VR allows teachers to visualize abstract topics and enrich instruction. A VR orientation module would be provided teachers with opportunities to learn, practice, and apply their VR skills before being placed in the classroom.

Anahtar Kelimeler

Virtual Reality, Practices, Teacher, Case Study

Kaynakça

• Aktepe, V. (2011). The classroom teachers’ views on computer use in their courses. Ahi Evran University Journal of Faculty of Education, 12(3), 75-92.
• Allcoat, D., & A Von Mühlenen, A. (2018). Learning in virtual reality: Effects on performance, emotion and engagement. Research in Learning Technology, (26). - http://dx.doi.org/10.25304/rlt.v26.2140
• Aslan, R. (2017). Uluslararası Rekabette Yeni İmkanlar Sanal Gerçeklik, Artırılmış Gerçeklik ve Hologram. Göller Bölgesi Aylık Hakemli Ekonomi ve Kültür Dergisi, 5(49), 21-28.
• Aoki, H., Ohno, R., & Yamaguchi, T. (2005). The effect of the configuration and the interior design of a virtual weightless space station on human spatial orientation. Acta Astronautica, 56, 1005-1016. https://doi.org/10.1016/j.actaastro.2005.01.028
• Arıcı, V. A. (2013). A study on 3D-virtual reality in science education programs: `Solar system and beyond: Space puzzle’ unit sample. (Unpublished master thesis). Menderes University: Aydın.
• Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and virtual environments, 6(4), 355-385.
• Bakas, C., & Mikropoulos, T. A. (2003). Design of virtual environments for the comprehension of planetary phenomena based on students’ ideas. International Journal of Science Education, 25, 949-467. https://doi.org/10.1080/09500690305027
• Banks, F., & Barlex, D. (2014). Teaching STEM in the secondary school: How teachers and schools can meet the challenge. London: Routledge.
• Barroso, L.R., Bicer, A., Capraro, M.M., Capraro, R.M., Foran, A.L., Grant, M.R., & Rice, D. (2017). Run! Spot. Run!: vocabulary development and the evolution of STEM disciplinary language for secondary teachers. ZDM, 49(2), 187-201. https://doi.org/10.1007/s11858-016-0826-4.
• Black, E. R. (2017). Learning then and there: an exploration of virtual reality in k-12 history education. (Unpublished doctoral thesis), The University of Texas: Texas.
• Blanchard, M. R., LePrevost, C. E., Tolin, A. D., & Gutierrez, K. S. (2016). Investigating technology-enhanced teacher professional development in rural, high-poverty middle schools. Educational Researcher, 45(3), 207-220. https://doi.org/10.3102/0013189X16644602.
• Castaneda, L., Cechony, A., & Bautista A. (2017) Applied VR in the schools, 2016-2017 aggregated report. Retrieved from 01/1/19. http://www.foundry10.org/research/all-school-aggregated-findings-virtual-reality-2016-2017.
• Castelvecchi, D. (2016). Low-cost headsets boost virtual reality’s lab appeal. Nature 533, 153–154. doi: 10.1038/533153a
• Çavaş, B., Çavaş, P. H., & Taşkın Can, B. (2004). Eğitimde sanal gerçeklik [Virtual reality in education]. The Turkish Online Journal of Educational Technology, 3(4), 110-116.
• Çağıltay, K., Çakıroğlu, J., Çağıltay, N., Çakıroğlu, E. (2001). Teachers’ perspectives about the use of computers in education. Hacettepe Üniversitesi Eğitim Bilimleri Dergisi, 21(1), 19-28.
• Chien, Y.H. (2017). Developing a pre-engineering curriculum for 3d printing skills for high school technology education. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 2941-2958.
• Çiftçi, S., Taşkaya, S. M., & Alemdar, M. (2013). The Opinions of classroom teachers about fatih project. İlköğretim Online, 12 (1), 227-240.
• Cipresso P., Giglioli I.A.C., Raya M.A., & Riva, G. (2018) The past, present, and future of virtual and augmented reality research: a network and cluster analysis of the literature. front. Psychol. 9(2086). doi: 10.3389/fpsyg.2018.02086
• Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Education and Science, 39 (171), 74-85. http://hdl.handle.net/11693/13203
• Çoruh, L. (2011). Assessment of the effectiveness of virtual reality applications in art history course as a learning model (An example of Erciyes University Architecture & Fine Art Faculties). (Unpublished doctoral thesis). Gazi University: Ankara.
• Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approach. California: Sage Publications Inc.
• Dalgarno, B., Bishop, A. G., Adlong, W., & Bedgood, D. R. (2009). Effectiveness of a virtual laboratory as a preparatory resource for distance education chemistry students. Computers & Education, 53(3), 853–865. https://doi.org/10.1016/j.compedu.2009.05.005
• Dalgarno, B., & Lee MJ. (2010). What are the learning affordances of 3-D virtual environments?. British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
• Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Phoenix: Institute for the future for University of Phoenix Research Institute.
• Deniz, L. (2005). Elementary and middle school teachers attitudes towards computer use. Turkish Journal of Educational Technology, 4(4), 191-203.
• Dickey, D. M. (2005). Three-dimensional virtual worlds and distance learning: Two case studies of active worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451. https://doi.org/10.1111/j.1467-8535.2005.00477.x
• Di Serio, A., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596. https://doi.org/10.1016/j.compedu.2012.03.002
• Dugger, W. E. (2010). Evolution of STEM in the United States. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=6097F21C33E48488B6FEA4F106585D23?doi=10.1.1.476.5804&rep=rep1&type=pdf
• Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949–964. https://doi.org/10.1111/j.1467-8535.2011.01263.x
• Fernandez, M. (2017). Augmented virtual reality: how to improve education systems. Higher Learning Research Communications, 7(1), 1-15. Retrieved from http://files.eric.ed.gov/fulltext/EJ1150087.pdf
• Fineschi, A., & Pozzebon, A. (2015). A 3D virtual tour of the santa maria della scala museum complex in Siena, Italy, based on the use of oculus rift HMD. In 3D Imaging (IC3D), 2015 International Conference on 3D Imaging (IC3D) IEEE, pp. 1–5.
• Girvan, C. (2018). What is a virtual world? Definition and classification. Educational Technology Research and Development, 66(5), 1087-1100. https://doi.org/10.1007/s11423-018-9577-y
• Glassett, K., & Schrum, L. (2009). Teacher beliefs and student achievement in technology-rich classroom environments. International Journal of Technology in Teaching and Learning, 5(2), 138–153.
• Gudoniene, D., & Rutkauskiene, D. (2019). Virtual and Augmented Reality in Education. Baltic Journal of Modern Computing, 7(2), 293-300.
• Hay, K. E. (1997). Educational application of virtual reality: A rational and case studies of 3D visualization and world building. Paper presented at the Indiana University Virtual Reality Conference, Bloomington, IN.
• Jeong, J. S., Park, C., Kim, M., Oh, W. K., & Yoo, K. H. (2011). Development of a 3D virtual laboratory with motion sensor for physics education. (In T. H. Kim, H. Adeli, R. J. Robles, & M. Balitanas (Eds.)), Ubiquitous Computing and Multimedia Applications, (Vol. 150, pp. 253-262). Berlin: Springer-Verlag Berlin.
• Kaleci, D., Tepe, T., & Tüzün, H. (2017). Üç boyutlu sanal gerçeklik ortamlarındaki deneyimlere ilişkin kullanıcı görüşleri (Users opinions of experiences in three-dimensional virtual reality environments). Türkiye Sosyal Araştırmalar Dergisi, 3, 669-689.
• Kartigo, I., Kavakli, M., & Cheng, K. (2010). Learning science in a virtual reality application: The impacts of animated-virtual actors’ visual complexity. Computers & Education, 55, 881-891. https://doi.org/10.1016/j.compedu.2010.03.019
• Kayabaşı, Y. (2005). Sanal gerçeklik ve eğitim amaçlı kullanılması (Virtual reality and its use in education). The Turkish Online Journal of Educational Technology, 4(3), 151-158.
• Kılıç, T. (2016). Sanal gerçeklik teknolojisinin mekânsal deneyim odaklı kullanımı üzerine bir inceleme [A Study on the Effects of using Virtual reality on spatial ability]. 5th International Interior Design Syposium. Istanbul: Turkey.
• Kim, P. (2006). Effects of the 3d virtual reality of plate tectonics on fifth-grade students' achievement and attitude toward science. Interactive Learning Environments, 14(1), 25-34.
• Keleş, E., Öksüz, B. D., & Bahçekapılı, T. (2013). Teachers’ opinions regarding the use of technology in education: fatih project example. Gaziantep University Journal of Sciences, 12 (2), 353-366.
• Keskin, İ. (2017). Matematik öğretmeni adaylarının eğitimde sanal gerçeklik kullanımına ilişkin görüşlerinin değerlendirilmesi (Pre-service mathematics teachers’ opinions about the use of virtual reality in education). Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi (ASEAD), 4(11), 294-302.
• Kickmeier-Rust M.D., Hann P., & Leitner M. (2019) Increasing Learning Motivation: An Empirical Study of VR Effects on the Vocational Training of Bank Clerks. In: van der Spek E., Göbel S., Do EL., Clua E., Baalsrud Hauge J. (eds) Entertainment Computing and Serious Games. ICEC-JCSG 2019. Lecture Notes in Computer Science, vol 11863. Springer.
• Kipper, G. (2013). What Is Augmented Reality? In: G. Kipper and J.Rampolla (eds) Augmented Reality. 2013, (pp.1-27). Syngress, Elsevier.https://doi.org/10.1016/B978-1-59-749733-6.00001-2.
• Kwon, H. (2017). Effects of 3d printing and design software on students' overall performance. Journal of STEM Education, 18(4), 37-42.
• Lee, S.H., Sergueeva, K., Catangui, M., & Kandaurova, M. (2017) Assessing google cardboard virtual reality as a content delivery system in business classrooms. Journal of Education for Business, 92(4), 153-160, DOI: 10.1080/08832323.2017.1308308
• Liou, H. H., Yang, S. J., Chen, S. Y., & Tarng, W. (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning. Journal of Educational Technology & Society, 20(3), 110-121.
• Manseur, R. (2005- October). Virtual reality in science and engineering education. 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, IN.
• Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., González-Marrero, A. (2017). Virtual technologies trends in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 469-486. https://doi.org/10.12973/eurasia.2017.00626a
• McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194-211. https://doi.org/10.1080/15391523.2016.1175856
• Merriam, S. B. (1998). Qualitative research and case study applications in education. Revised and expanded from" case study research in education. San Francisco: Jossey-Bass Publishers.
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An Expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
• Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12), 1321-1329.
• Mishra, S. (2009). Virtual Worlds. (In S. Mishra (Ed.)), E-Learning (ss. 110-113). New Delhi: Indira Gandhi National Open University.
• Morrison, J. (2006). TIES STEM education monograph series, attributes of STEM education — Baltimore, MD: TIES.
• Mostyn, B. (1985) The Content Analysis of qualitative research data: a dynamic approach. (In Brenner, M., Brown, J., and Canter, D., Eds.), The Research interview: uses and approaches. London: Academic Press.
• Ng, C.H., & Adnan, M. (2018). Integrating STEM education through Project-Based Inquiry Learning (PIL) in topic space among year one pupils. Materials Science and Engineering 296(2018), 1-6. doi:10.1088/1757-899X/296/1/012020
• Olmos, E., Cavalcanti, J. F., Soler, J., Contero, M., &Alcaniz, M. (2018). Mobile virtual reality: A promising technology to change the way we learn and teach. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Mobile and ubiquitous learning. Perspectives on rethinking and reforming education (pp. 95-106). Singapore: Springer Nature Singapore.
• Tepe, T., Kaleci, D., & Tüzün, H. (2016). Eğitim teknolojilerinde yeni eğilimler: Sanal gerçeklik uygulamaları (New Trends in Instructional Technology: Virtual Reality). 10th International Computer Education and Instructional Technologies Symposium Proceedings, Rize Turkey (pp. 547-555).
• Truman, B. (2017). New Constructions for Understanding using Virtual Learning- Towards Transdisciplinarity. In A. Stricker, C. Calongne, B. Truman, & F. Arenas (Eds.), Integrating an Awareness of Selfhood and Society into Virtual Learning (pp. 298-316). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2182-2.ch019.
• Tüzün, H., & Özdinç, F. (2016). The effects of 3D multi-user virtual environments on freshmen university students’ conceptual and spatial learning and presence in departmental orientation. Computers & Education, 94, 228-240.
• Passig, D. & Eden, S. (2000). Improving flexible thinking in deaf and hard of hearing children with virtual reality technology. American Annals of the Deaf, 145(3), 286–291.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. Thousand Oaks, CA, US: SAGE Publications.
• Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is adding the E enough?: investigating the impact of k-12 engineering standards on the implementation of STEM Integration. School of Engineering Education Faculty Publications. Paper 6. https://doi.org/10.1111/j.1949-8594.2011.00112.x
• Şahin, A. (Ed.). (2015). A Practice-based model of STEM teaching: STEM students on the stage (SOS). Rotterdam: Sense Publishers.
• Sharples, M., Graber, R., Harrison, C., & Logan, K. (2009). E‐safety and Web 2.0 for children aged 11–16. Journal of Computer Assisted Learning, 25(1), 70-84. https://doi.org/10.1111/j.1365-2729.2008.00304.x
• Sun, K.T., Lin, C.L., & Wang, S.M. (2010). A 3-D virtual reality model of the sun and the moon for e-learning at elementary schools. International Journal of Science and Mathematics Education, 8(4), 689-710. https://link.springer.com/article/10.1007%2Fs10763-009-9181-z
• World Economic Forum (2017). What are the 21st-century skills every student needs?. Retrieved from https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/
• Yıldırım, B., (2016). An examination of the effects of science technology engineering mathematics (stem) application and mastery learning integrated into the 7th-grade science course. (Unpublished doctoral thesis). Gazi University: Ankara.
• Yildirim, G. (2017). The users’ views on different types of instructional materials provided in virtual reality technologies. European Journal of Education Studies, 3(11), 150-172. doi: 10.5281/zenodo.1045349
• Yıldırım, G., Yıldırım, S., & Çelik, E. (2018). A New insight – 3d printers and their instructional use: a content analysis. Bayburt Eğitim Fakültesi Dergisi, 13(25), 163-184. Retrieved from http://dergipark.gov.tr/download/article-file/498694
• Yildirim, G., Alban, M., & Yildirim, S. (2018). Analysis of the use of virtual reality technologies in history education: a case study. Asian Journal of Education and Training, 4(2), 62-69.
• Yüksel, İ., & Adıgüzel, A. (2012). Evaluation of teachers’ instructional technologies integration skills: a qualitative need analysis for new pedagogical approaches. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 265-286.
• Zantua, L. (2017). Utilization of virtual reality content in grade 6 social studies using affordable virtual reality technology. Asia Pacific Journal of Multidisciplinary Research, 5(2), 1-10.
• Zhou, Y., Ji, S., Xu, T., & Wang, Z. (2018). Promoting knowledge construction: a model for using virtual reality interaction to enhance learning. Procedia Computer Science, 130(2018), 239-246. 10.1016/j.procs.2018.04.035