While there are many studies on collaborative or guided scientific inquiry in real, virtual,
and simulated environments, there are few that study the interplay between the design of
the simulation and the user interface. The main research aim was to decompose the
simulation and user interface into the design parameters that influence attention,
curiosity, inquiry, and learning of scientific material and acts of creation for children.
The research design investigates what tools support independent exploration of a space,
enhance deep learning, and motivate scientific or creative inquiry. A major interest is in
the role that ecological context plays in the perception of spatial information.
None of the prior work on learning in virtual environments considered a child-centric
computer interaction framing, independent of pedagogy and focused on the impact of
user interface parameters, such as image quality and navigational freedom. A major
contribution of this research is the construction of the Virtual Trillium Trail, as it
represents one square mile of biologically accurate scientific plot study data. It is a
virtual environment based on statistical data visualization, not fantasy. It allowed for a
highly realistic simulation and scientifically true-to-life visualization, as well as for a
planned orthogonal contrast with exceptionally high internal validity in both system and
statistical research design.
Of critical importance is evidence in the pilot study, that virtual reality field trips for
students may be used to prime before and to reinforce after a real field trip. This
research also showed transfer effects on in-situ learning activity, in both directions.
Thus, supports the claim that virtual environments may augment educational practices,
not replace them, to maximize the overall learning impact. The other large contribution
was in the activity analysis of the real field trip, where the Salamander Effect is observed
as an environmental event, which opened a Teachable Moment event for the teacher, and
which was then translated into a system design feature, a Salient Event in the user
interface. A main part of this research is the importance of such events, as ways to
support intrinsic learning activity, and leverage episodic memory.
The main empirical contribution to the design of educational virtual environments was
produced by the 2 x 2 ANOVA with the factors of Visual Fidelity and Navigational
Freedom, set to high and low levels, and the evidence of different effects on Knowledge
Gained. The tool has an impact on intrinsic learning, which is measured here by a pretest
and a post-test on facts and concepts. A two-factor analysis of variance showed a
significant effect of Visual Fidelity on Knowledge Gained, F(1,60) = 10.54, p = 0.0019.
High Visual Fidelity condition has a greater impact on Knowledge Gained (M=30.95, SD
=14.76), than Low Visual Fidelity condition (M=19.99, SD = 13.39). Photorealistic has a
stronger impact on learning than cartoon versions. There was significant interaction
between Visual Fidelity and Navigational Freedom, F(1,60) = 4.85, p = 0.0315, with the
largest impact in the combined conditions of High Visual Fidelity and High Navigational
Freedom on Knowledge Gained (M=37.44, SD = 13.88). Thus, photorealistic, free
navigation virtual environments double learning, when compared to cartoon versions,
ceteris paribus.
The next major contribution to the design of the user interface in educational virtual
environments is the design and use of Salient Events as components to augment the
virtual environment and to facilitate intrinsic inquiry into facts and concepts. A two factor
analysis of variance showed a significant effect of Visual Fidelity on Salient Event
counts, F(1,60) = 4.35, p = 0.00413. High Visual Fidelity condition has a greater impact
on Salient Event counts, (Μ = 14.46, SD = 6), than Low Visual Fidelity condition,
(Μ =11.31, SD = 6.37). Using High Visual Fidelity with High Navigational Freedom
(showing a strong trend of F(1,60) = 3.23, p = 0.0773) to increase Salient Event counts
are critical design features for educational virtual environments, especially since Salient
Events are moderately positively correlated with Knowledge Gained (r = 0.455, N = 64, p
= 0.000).
Emotional, affective, aesthetic, and subjective attitudes were investigated in the post-experience assessment of the main study on system and learning experience. Total
Attitude is strongly positively and significantly correlated with Awe and Wonder (r =
0.727, N = 64, p = 0.000). Also important is the strong, positive, and significant
correlation of Beauty with Awe and Wonder (r = 0.506, N = 64, p = 0.000). And the only
significant subjective emotion or attitude variable correlated to Knowledge Gained, was
Awe and Wonder with a slightly positive statistic: (r = 0.273, N = 64, p = 0.000).
Future research will investigate the complexity and causality of such interactions between
the childs mental model, the virtual environment, and the user interface in the form of
regression equations, partial differential equations, and Markov models.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-08072008-141657 |
| Date | 11 September 2008 |
| Creators | Harrington, Maria C.R. |
| Contributors | Dr. Peter Brusilovsky, Dr. Anthony Debons, Dr. Kevin Crowley, Dr. Susan Kalisz, Dr. Marek Druzdzel, Dr. Toni Carbo |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-08072008-141657/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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