物理实验室 - - 物理实验的虚拟现实实验室:关于干预有效性和性别差异的试点研究
Selma Korlat1, Marlene Kollmayer1, Christian Haider1
1Department for Psychology of Development and Education, Faculty of Psychology, University of Vienna, Vienna, Austria.
Frontiers in psychology
|March 5, 2024
概括
基于游戏的虚拟现实 (VR) 教学改善了中学生的物理表现,特别是在以后的评估中. 然而,这种创新方法对男学生的好处更大.
科学领域:
- 物理学教育研究 物理学教育研究
- 教育技术的教育技术.
- 认知心理学 认知心理学
背景情况:
- 物理学是一个抽象的科目,往往对中学学生来说具有挑战性.
- 创新的教学方法,如基于游戏的虚拟现实 (VR),可以增强学生的参与和理解.
- 系统性活动类型模型为评估学习环境中以目标为导向的行动提供了一个框架.
研究的目的:
- 调查基于游戏的虚拟现实教学方法对中学生物理表现,兴趣和自我信念的影响.
- 将基于VR的学习与传统教学方法的有效性进行比较.
- 根据学生人口统计学分析差异效应.
主要方法:
- 采用了带有前后测试的准实验性设计.
- 一个实验组使用了10个物理单元的VR应用程序,而对照组接受了传统指令.
- 通过三个测试来评估学生的表现,通过问卷来衡量兴趣,自我效能,自我概念和隐含理论.
主要成果:
- 与对照组相比,实验组在第三次物理测试中得分明显高.
- 基于游戏的VR教学对男性学生对物理学的兴趣和自我效能产生了积极的影响.
- 没有观察到对学生的自我概念或实体隐含理论有关物理的显著影响.
结论:
- 创新的教学方法,如基于游戏的VR,有可能提高中学生的物理表现和动机.
- 基于游戏的VR的好处可能不成比例地有利于男性学生,需要在开发和实施时仔细考虑.
- 需要进一步的研究来探索实际应用,并优化VR干预措施的多样化学生群体.
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