Exploring the Impact of Extended Reality (XR) on Spatial Reasoning of Elementary Students

被引:0
|
作者
Emily Baumgartner
Richard E. Ferdig
Enrico Gandolfi
机构
[1] Ohio Northern University,
[2] Kent State University,undefined
来源
TechTrends | 2022年 / 66卷
关键词
Elementary education; Extended reality; Spatial reasoning; Virtual reality; Science;
D O I
暂无
中图分类号
学科分类号
摘要
The purpose of this study was to investigate how the consumption and production of extended reality (XR) video content impacted elementary student spatial reasoning skills. Third- and fourth-grade elementary students (aged 8 to 11) were given a four-week intervention in which they first consumed virtual reality (VR) video for two weeks. During the third week, they created their own videos using 360-degree video cameras. In the final week, the students were given the opportunity to watch the videos they created using VR headsets. Students were given a spatial reasoning pre-test and post-test to measure the change in spatial reasoning ability over the four weeks. The results indicated that the consumption and production of XR video led to an improvement in overall spatial reasoning ability of elementary students learning science. This study contributes to the growing body of literature supporting the positive effects of the use of XR in the classroom and opens the door to further opportunities to analyze how student production of 360-degree videos and related VR can lead to positive learning outcomes.
引用
收藏
页码:825 / 836
页数:11
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