東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The Impact of an Immersive Virtual Reality Learning Environment with Computer-Aided Design and Three-Dimensional Modeling through STEM Middle-School Education Programming.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of an Immersive Virtual Reality Learning Environment with Computer-Aided Design and Three-Dimensional Modeling through STEM Middle-School Education Programming./
Author:	Schneider, Danielle Eve.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	62 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28322816
ISBN:	9798516955310

The Impact of an Immersive Virtual Reality Learning Environment with Computer-Aided Design and Three-Dimensional Modeling through STEM Middle-School Education Programming.
Schneider, Danielle Eve.

The Impact of an Immersive Virtual Reality Learning Environment with Computer-Aided Design and Three-Dimensional Modeling through STEM Middle-School Education Programming. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 62 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--Northern Illinois University, 2021.

This item must not be sold to any third party vendors.

Immersive virtual reality as a tool in the middle-school classroom is a promising avenue to aid in cognitively challenging tasks requiring access to visual processes. As these tools become ever present in society, the expectation of school districts to include them into classroom curricula has become challenging, as there is inconsistent data connecting to beneficial learning outcomes. Middle-School STEM classrooms experience an exceptional challenge in the expectation to build strong spatial reasoning skills on rudimentary geometry concepts. It is with that in mind that many 21st-century technology classrooms turn to immersive virtual reality, such as Oculus Rift, as a tool to bridge the gap between conceptual and skill-based expectations. Therefore, this study explored the connections between spatial reasoning skills and the immersive virtual reality learning environment (IVRLE) in order to identify any correlation between access to the immersive nature of the platform and the ability to apply spatial processing by engaging in the full experience of building an object and visualizing its dimensions. This experimental study found no statistically significant data to support the conclusion that the completion of a task through the experience of the IVRLE (treatment group) provided any additional benefits, when measured with the Middle Grades Mathematics Project Spatial Visualization Test, as compared to those who completed the same task within a traditional PC environment (control group). Additionally, building within the IVRLE produced a negative effect on the outcome when the three-dimensional models created were printed through a 3D printer and evaluated. It is recommended that further research continue the important task of evaluating the specific value of tools such as Oculus Rift and other immersive virtual reality platforms in the middle-school classroom.

ISBN: 9798516955310Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

CAD

The Impact of an Immersive Virtual Reality Learning Environment with Computer-Aided Design and Three-Dimensional Modeling through STEM Middle-School Education Programming.
LDR:03128nmm a2200373 4500 001 2352458
005 20221128103948.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798516955310
035 $a (MiAaPQ)AAI28322816
035 $a AAI28322816
040 $a MiAaPQ $c MiAaPQ
100 1 $a Schneider, Danielle Eve. $3 3692084
245 1 4 $a The Impact of an Immersive Virtual Reality Learning Environment with Computer-Aided Design and Three-Dimensional Modeling through STEM Middle-School Education Programming.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 62 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Xie, Ying.
502 $a Thesis (Ph.D.)--Northern Illinois University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Immersive virtual reality as a tool in the middle-school classroom is a promising avenue to aid in cognitively challenging tasks requiring access to visual processes. As these tools become ever present in society, the expectation of school districts to include them into classroom curricula has become challenging, as there is inconsistent data connecting to beneficial learning outcomes. Middle-School STEM classrooms experience an exceptional challenge in the expectation to build strong spatial reasoning skills on rudimentary geometry concepts. It is with that in mind that many 21st-century technology classrooms turn to immersive virtual reality, such as Oculus Rift, as a tool to bridge the gap between conceptual and skill-based expectations. Therefore, this study explored the connections between spatial reasoning skills and the immersive virtual reality learning environment (IVRLE) in order to identify any correlation between access to the immersive nature of the platform and the ability to apply spatial processing by engaging in the full experience of building an object and visualizing its dimensions. This experimental study found no statistically significant data to support the conclusion that the completion of a task through the experience of the IVRLE (treatment group) provided any additional benefits, when measured with the Middle Grades Mathematics Project Spatial Visualization Test, as compared to those who completed the same task within a traditional PC environment (control group). Additionally, building within the IVRLE produced a negative effect on the outcome when the three-dimensional models created were printed through a 3D printer and evaluated. It is recommended that further research continue the important task of evaluating the specific value of tools such as Oculus Rift and other immersive virtual reality platforms in the middle-school classroom.
590 $a School code: 0162.
650 4 $a Educational technology. $3 517670
650 4 $a Science education. $3 521340
650 4 $a Middle school education. $3 969762
653 $a CAD
653 $a Middle school
653 $a Modeling
653 $a Spatial reasoning
653 $a Virtual reality
690 $a 0710
690 $a 0714
690 $a 0450
710 2 $a Northern Illinois University. $b Educational Technology, Research and Assessment. $3 1043901
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0162
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28322816