Abstract
In previous publications, the author reported that students learned about Egyptian architecture and society by playing an educational game based on a virtual representation of a temple. Students played the game in a digital dome or on a standard desktop computer, and (each) then recorded a video tour of the temple. Those who had used the dome recited more facts in their videos (P < 0.05). In this study, the author reports reanalysis of the video tours by two expert Egyptologists, who found an even stronger main effect for conceptual learning (P = 0.000) and better integration between the abstract concepts and the visuals (P < 0.002). The author describes the experiment in the context of digital domes for education, surveying the field and discussing relevant theory.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Virtual and Personal Learning Environments
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.