Skip to main content
SpringerLink
Log in

Virtual Reality and Virtual Lab-Based Technology-Enhanced Learning in Primary School Physics

  • Conference paper
  • First Online:
Computer Supported Education (CSEDU 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1220))

Included in the following conference series:

Abstract

A European Horizon 2020 NEWTON project technology enhanced learning application, Water Cycle in Nature, and its benefits in terms of learner experience and learner satisfaction, as well as usability and knowledge gain were validated as part of a small-scale pilot, carried out in a primary school in Dublin. The Water Cycle in Nature applications is focused on precipitation formation and the relevant physics phenomena, such as vaporization, condensation and evaporation. This application contains 3D immersive computer-based virtual reality and virtual laboratory simulations. As part of this pilot, two classes were involved, one control class of 29 boys which were taught the educational content in a teacher-based approach lesson, and one experimental class of 29 boys which interacted with the NEWTON project application. Following the knowledge pre and post-tests, the control class was also exposed to the TEL Water Cycle in Nature application, in order to assess and compare the learner experience and satisfaction between the control class and the experimental class. Detailed analysis of the learner experience and learner satisfaction and comparison between the two participating classes is performed in this extended paper. The TEL application’s usability and benefits in terms of knowledge gain were also evaluated. The obtained results show good outcomes in usability and learner experience for both classes, with the control class reporting slightly better results. Another notable fact was noticed in the knowledge gain analysis between the two approaches, showing that students benefited more in learning outcomes when interacting with a teacher. It has been shown that the excitement of the experimental group students towards the game might have created a barrier in terms of learning improvement and the NEWTON application will serve better as a revision tool under the supervision and guidance of the teacher and a support tool for the teacher.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Fokides, E., Zamplouli, C.: Content and language integrated learning in OpenSimulator project. Results of a pilot implementation in Greece. Educ. Inf. Technol. 22(4), 1479–1496 (2017)

    Google Scholar 

  2. Kim, H., Ke, F.: Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interact. Learn. Environ. 25(4), 543–557 (2017)

    Article  Google Scholar 

  3. Cuendet, S., Bonnard, Q., Do-Lenh, S., Dillenbourg, P.: Designing augmented reality for the classroom. Comput. Educ. 68, 557–569 (2013)

    Article  Google Scholar 

  4. Sommerauer, P., Muller, O.: Augmented Reality in informal learning environments: a field experiment in a mathematics exhibition. Comput. Educ. 79, 59–68 (2014)

    Article  Google Scholar 

  5. Pellas, N., Fotaris, P., Kazanidis, I., Wells, D.: Augmenting the learning experience in primary and secondary education: a systematic review of recent trends in augmented reality game-based learning. Virtual Reality 23, 329–346 (2018)

    Article  Google Scholar 

  6. Misfeldt, M., Zacho, L.: Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. J. Math. Teacher Educ. 19, 227–241 (2016)

    Article  Google Scholar 

  7. Hilton, A.: Engaging primary school students in mathematics: can ipads make a difference? Int. J. Sci. Math. Educ. 16(1), 145–165 (2016). https://doi.org/10.1007/s10763-016-9771-5

    Article  Google Scholar 

  8. Iglesias Rodríguez, A., García Riaza, B., Sanchez Gomez, M.C.: Collaborative learning and mobile devices: an educational experience in Primary Education. Comput. Hum. Behav. 72, 664–677 (2017)

    Article  Google Scholar 

  9. Haßler, B., Major, L., Hennessy, S.: Tablet use in schools: a critical review of the evidence for learning outcomes. J. Comput. Assist. Learn. 32, 139–156 (2016)

    Article  Google Scholar 

  10. Domingo, M.G., Gargante, A.B.: Exploring the use of educational technology in primary education: teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Comput. Hum. Behav. 56, 21–28 (2016)

    Article  Google Scholar 

  11. Bogusevschi, D., Muntean, G.-M.: Water cycle in nature – an innovative virtual reality and virtual lab: improving learning experience of primary school students. In: Proceedings of the 11th International Conference on Computer Supported Education (CSEDU) (2019)

    Google Scholar 

  12. Zou, L., Trestian, R., Muntean, G.-M.: E3DOAS: balancing QoE and energy-saving for multi-device adaptation in future mobile wireless video delivery. IEEE Trans. Broadcast. 63(1), 26–40 (2018)

    Article  Google Scholar 

  13. Bi, T., Pichon, A., Zou, L., Chen, S., Ghinea, G., Muntean, G.-M.: A DASH-based mulsemedia adaptive delivery solution. In: ACM Multimedia Systems Conference (MMSys), International Workshop on Immersive Mixed and Virtual Environment Systems (MMVE), Amsterdam, The Netherlands (2018)

    Google Scholar 

  14. Togou, M., Bi, T., Muntean, G.-M.: Enhancing Students’ Learning Experience with a Dash-Based Multimedia Delivery System. In: World Congress on Education (WCE). Dublin, Ireland (2019)

    Google Scholar 

  15. Lynch, T., Ghergulescu, I.: Large Scale Evaluation of Learning Flow. Timisoara, Romania (2017)

    Book  Google Scholar 

  16. Ghergulescu, I., Zhao, D., Muntean, G.-M., Muntean, C.: Improving learning satisfaction in a programming course by using course-level personalisation with NEWTELP. In: 14th International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP). Larnaca, Cyprus (2019)

    Google Scholar 

  17. Ghergulescu, I., Moldovan, A.-N., Muntean, C., Muntean, G.-M.: Atomic Structure Interactive Personalised Virtual Lab: Results from an Evaluation Study in Secondary Schools. In: Proceedings of the 11th International Conference on Computer Supported Education (2019)

    Google Scholar 

  18. Togou, M.A., Lorenzo, C., Lorenzo, E., Cornetta, G., Muntean, G.-M.: Raising students’ interest in STEM education via remote digital fabrication: an Irish primary school case study. In: EDULEARN Conference, Palma de Mallorca, Spain, July 2018

    Google Scholar 

  19. Togou, M., Cornetta, G., Muntean, G.-M.: NEWTON fab lab initiative: attracting k-12 european students to STEM education through curriculum-based fab lab. In: 11th International Conference on Education and New Learning Technologies (2019)

    Google Scholar 

  20. El Mawas, N., et al.: Final frontier game: a case study on learner experience. In: Proceedings of the 10th International Conference on Computer Supported Education (CSEDU), Madeira, Portugal (2018)

    Google Scholar 

  21. Muntean, C.H., El Mawas, N., Bradford, M., Pathak, P.: Investigating the impact of a 3D immersive computer-based math game on the learning process of undergraduate students. In: IEEE Frontiers in Education Conference (FIE), pp. 1–8. San Jose, CA, USA (2018)

    Google Scholar 

  22. Zhao, D., Chis, A.E., Choudhary, N., Makri, E.G., Muntean, G.-M., Muntean, C.H.: Improving learning outcome using the NEWTON loop game: a serious game targeting iteration in java programming course. In: EDULearn, Palma De Mallorca, Spain (2019)

    Google Scholar 

  23. Montandon, L., et al.: Multi-dimensional approach for the pedagogical assessment in STEM technology enhanced learning. In: EdMedia World Conference on Educational Media and Technology, Amsterdam, The Netherlands, June 2018

    Google Scholar 

  24. Bogusevschi, D., Tal, I., Bratu, M., Gornea, B., Caraman, D., Ghergulescu, I., Muntean, G.-M.: Water cycle in nature: small-scale STEM education pilot. In: EdMedia World Conference on Educational Media and Technology, Amsterdam, The Netherlands (2018)

    Google Scholar 

  25. Bogusevschi, D., Bratu, M., Ghergulescu, I., Muntean, G.-M.: Primary school STEM education: using 3D computer-based virtual reality and experimental laboratory simulation in a physics case study. In: Ireland International Conference on Education, Dublin, Ireland, April 2018

    Google Scholar 

  26. Bogusevschi, D., Maddi, M., Muntean, G.-M.: Teachers’ impact and feedback related to technology enhanced learning in STEM education in primary and secondary schools. In: Ireland International Conference on Education (IICE 2019), Dublin, Ireland (2019)

    Google Scholar 

  27. Bogusevschi, D., Muntean, C.-H., Gorgi, N., Muntean, G.-M.: Earth course: primary school large-scale pilot on stem education. In: EDULearn, Palma de Mallorca, Spain (2018)

    Google Scholar 

  28. Bogusevschi, D., Muntean, C.H., Muntean, G.-M.: Earth course: knowledge acquisition in technology enhanced learning STEM education in primary school. In: World Conference on Educational Media Technology (EdMedia). Amsterdam, The Netherlands (2019)

    Google Scholar 

  29. Bogusevschi, D., Finlayson, O., Muntean, G.-M.: Learner motivation case study in STEM education technology enhanced learning. In: European Science Education Research Association (ESERA), Bologna, Italy (2019)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Dundalk Institute of Technology, Dundalk, Ireland

    Diana Bogusevschi

  2. Dublin City University, Dublin, Ireland

    Gabriel-Miro Muntean

Authors
  1. Diana Bogusevschi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gabriel-Miro Muntean
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Diana Bogusevschi .

Editor information

Editors and Affiliations

  1. University of Illinois at Urbana-Champaign, Urbana, IL, USA

    H. Chad Lane

  2. Anderson Academic Commons, University of Denver, Denver, CO, USA

    Susan Zvacek

  3. School of Engineering, University of Ulster, Newtownabbey, UK

    James Uhomoibhi

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Bogusevschi, D., Muntean, GM. (2020). Virtual Reality and Virtual Lab-Based Technology-Enhanced Learning in Primary School Physics. In: Lane, H.C., Zvacek, S., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2019. Communications in Computer and Information Science, vol 1220. Springer, Cham. https://doi.org/10.1007/978-3-030-58459-7_22

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-58459-7_22

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-58458-0

  • Online ISBN: 978-3-030-58459-7

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation