Fostering science interests through head‐mounted displays
Background: Research suggests that head‐mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic i...
Published in: | Journal of Computer Assisted Learning |
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2023
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ftcopenhagenunip:oai:pure.atira.dk:publications/31798e6f-80bc-43d3-b14a-9a6f27e28d4d 2024-06-09T07:46:27+00:00 Fostering science interests through head‐mounted displays Andersen, Martin Stolpe Klingenberg, Sara Petersen, Gustav Bøg Creed, Peter A. Makransky, Guido 2023 application/pdf https://curis.ku.dk/portal/da/publications/fostering-science-interests-through-headmounted-displays(31798e6f-80bc-43d3-b14a-9a6f27e28d4d).html https://doi.org/10.1111/jcal.12749 https://curis.ku.dk/ws/files/346784804/Computer_Assisted_Learning_2022_Andersen_Fostering_science_interests_through_head_mounted_displays.pdf eng eng info:eu-repo/semantics/openAccess Andersen , M S , Klingenberg , S , Petersen , G B , Creed , P A & Makransky , G 2023 , ' Fostering science interests through head‐mounted displays ' , Journal of Computer Assisted Learning , vol. 39 , no. 2 , pp. 369-379 . https://doi.org/10.1111/jcal.12749 /dk/atira/pure/core/keywords/FacultyOfSocialSciences Faculty of Social Sciences climate change head-mounted displays immersive virtual reaility interests self-efficacy social cognitive career theory article 2023 ftcopenhagenunip https://doi.org/10.1111/jcal.12749 2024-05-16T11:29:29Z Background: Research suggests that head‐mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention. Objectives: We investigated the effects of a one‐time experience of a virtual field trip to Greenland in a sample of 105 middle school students. Methods: Students used either a standard 2D video (video condition; N = 50) or an HMD (HMD condition; N = 55) as part of a six‐lesson educational activity on the topic of climate change. Informed by social cognitive career theory (SCCT), we investigated the effects of the different conditions (video vs. HMD) on the outcomes of self‐efficacy, outcome expectations, interest, and science intentions across three time points. Results and Conclusions: The results showed that using the HMD‐based virtual field trip, compared to the video, had a positive immediate effect on self‐efficacy and interest, and total later effects on self‐efficacy, outcome expectations, and interest an average of two and a half weeks after the virtual field trip. The results suggest that HMD‐based virtual field trips can influence self‐efficacy, outcome expectations, and interest more than a video‐based virtual field trip when measured approximately two and a half weeks after the intervention. Article in Journal/Newspaper Greenland University of Copenhagen: Research Greenland Journal of Computer Assisted Learning 39 2 369 379 |
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University of Copenhagen: Research |
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ftcopenhagenunip |
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English |
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/dk/atira/pure/core/keywords/FacultyOfSocialSciences Faculty of Social Sciences climate change head-mounted displays immersive virtual reaility interests self-efficacy social cognitive career theory |
spellingShingle |
/dk/atira/pure/core/keywords/FacultyOfSocialSciences Faculty of Social Sciences climate change head-mounted displays immersive virtual reaility interests self-efficacy social cognitive career theory Andersen, Martin Stolpe Klingenberg, Sara Petersen, Gustav Bøg Creed, Peter A. Makransky, Guido Fostering science interests through head‐mounted displays |
topic_facet |
/dk/atira/pure/core/keywords/FacultyOfSocialSciences Faculty of Social Sciences climate change head-mounted displays immersive virtual reaility interests self-efficacy social cognitive career theory |
description |
Background: Research suggests that head‐mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention. Objectives: We investigated the effects of a one‐time experience of a virtual field trip to Greenland in a sample of 105 middle school students. Methods: Students used either a standard 2D video (video condition; N = 50) or an HMD (HMD condition; N = 55) as part of a six‐lesson educational activity on the topic of climate change. Informed by social cognitive career theory (SCCT), we investigated the effects of the different conditions (video vs. HMD) on the outcomes of self‐efficacy, outcome expectations, interest, and science intentions across three time points. Results and Conclusions: The results showed that using the HMD‐based virtual field trip, compared to the video, had a positive immediate effect on self‐efficacy and interest, and total later effects on self‐efficacy, outcome expectations, and interest an average of two and a half weeks after the virtual field trip. The results suggest that HMD‐based virtual field trips can influence self‐efficacy, outcome expectations, and interest more than a video‐based virtual field trip when measured approximately two and a half weeks after the intervention. |
format |
Article in Journal/Newspaper |
author |
Andersen, Martin Stolpe Klingenberg, Sara Petersen, Gustav Bøg Creed, Peter A. Makransky, Guido |
author_facet |
Andersen, Martin Stolpe Klingenberg, Sara Petersen, Gustav Bøg Creed, Peter A. Makransky, Guido |
author_sort |
Andersen, Martin Stolpe |
title |
Fostering science interests through head‐mounted displays |
title_short |
Fostering science interests through head‐mounted displays |
title_full |
Fostering science interests through head‐mounted displays |
title_fullStr |
Fostering science interests through head‐mounted displays |
title_full_unstemmed |
Fostering science interests through head‐mounted displays |
title_sort |
fostering science interests through head‐mounted displays |
publishDate |
2023 |
url |
https://curis.ku.dk/portal/da/publications/fostering-science-interests-through-headmounted-displays(31798e6f-80bc-43d3-b14a-9a6f27e28d4d).html https://doi.org/10.1111/jcal.12749 https://curis.ku.dk/ws/files/346784804/Computer_Assisted_Learning_2022_Andersen_Fostering_science_interests_through_head_mounted_displays.pdf |
geographic |
Greenland |
geographic_facet |
Greenland |
genre |
Greenland |
genre_facet |
Greenland |
op_source |
Andersen , M S , Klingenberg , S , Petersen , G B , Creed , P A & Makransky , G 2023 , ' Fostering science interests through head‐mounted displays ' , Journal of Computer Assisted Learning , vol. 39 , no. 2 , pp. 369-379 . https://doi.org/10.1111/jcal.12749 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.1111/jcal.12749 |
container_title |
Journal of Computer Assisted Learning |
container_volume |
39 |
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2 |
container_start_page |
369 |
op_container_end_page |
379 |
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