The Role of Virtual Experiences in Increasing Knowledge, Motivation, Independence and Cultural Capital from Disadvantaged Pupils in England

Olivia Gillard

doi:10.2478/joim-2021-0063

Abstract

Abstract Objective: To investigate the impact of virtual learning experiences (VLEs) in school amongst disadvantaged 9 to 11-year-olds: specifically, do virtual experiences increase their knowledge, motivation and independence in learning about a topic, and does this increase their cultural capital. Methodology: Participants explored virtual experiences on countries around the world, with the number of facts learnt before and after recorded. Questionnaires were also completed to record views of virtual experiences. Findings: Findings suggest virtual experiences were successful in teaching participants new information, and increased their independence and motivation to engage with learning, and thus could be successful in increasing cultural capital. Significance difference testing revealed that disadvantaged pupils recorded fewer facts than non-disadvantaged pupils, and therefore virtual experiences were not sufficient to close this disadvantage gap. Value Added: The value of virtual experiences being woven into curriculums is discussed as a platform for teaching cultural knowledge. Recommendations: Virtual learning experiences should be considered a core resource for teachers when planning and should be embedded into the curriculum to enhance learning experiences for disadvantaged pupils. Further research should continue to explore the use of VLEs in Primary schools, and the impact of VLEs on cultural capital.

Highlights

Findings suggest virtual experiences were successful in teaching par cipants new informa on, and increased their independence and mo va on to engage with learning, and could be successful in increasing cultural capital
Further research should con nue to explore the use of virtual learning experiences (VLEs) in Primary schools, and the impact of VLEs on cultural capital
The mean number of countries around the world facts recorded by par cipants in the three stages of knowledge throughout this phase can be seen in Table 2, comparing all pupils, pupil premium and non-pupil premium par cipants

Summary

Methods

Children were asked to complete a mind map where they recorded all the informa on they already know about different countries around the world. It was made clear this was a pre-knowledge task, and par cipants were instructed not to complete any research before comple ng it. Upon comple on of the pre-knowledge mind map, a series of virtual experiences were shared for different countries, including virtual tours of the Louvre, the Great Wall of China, and the Egyp an pyramids. Par cipants were encouraged to explore a range of these links across a three-day period. Par cipants were reminded this was a three-day task, and they should spend an appropriate amount of me exploring.

Results

Discussion

Conclusion