Abstract
The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.
Highlights
Learning new knowledge is a challenging task that requires a high degree of motivation, discipline, and hard work (Ur, 1996)
We evaluate the effectiveness of the overall approach by analyzing the change in attitudes regarding 1) the use of Virtual Reality (VR)/Augmented Reality (AR) for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology over the course of the seminar
5.3.2 Media Didactics Comparing the media didactics subcomponent measurements (Mpre 1.97, SDpre .67, Mpost 2.97, SDpost .48) across all students revealed a significant improvement with a large effect size (z −2.67, p .002, r .89, see Figure 5)
Summary
Learning new knowledge is a challenging task that requires a high degree of motivation, discipline, and hard work (Ur, 1996). Using Virtual Reality (VR) and Augmented Reality (AR) for educational purposes can lead to an increased motivation, a gain of experience with the direct application of the learning contents, and a higher task performance (Bacca et al, 2014; Stevens and Kincaid, 2015; Makransky and Lilleholt, 2018). These technologies demonstrate learning contents in an audiovisual way and fulfill the conditions for supporting learning (Ericsson et al, 1993; Oberdörfer and Latoschik, 2019a). The students watch it automatically appearing in the actual scene
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