Abstract
Pedagogical opportunities offered by 3D immersive environments are not restricted to subject-based knowledge but also include non-disciplinary and cross-curricular key skills. This pilot study introduced a large 3D scene of a non-extant architectural exhibition into teaching and learning activities at three UK schools. From observation and qualitative data capture, a comparative case study identified a number of pedagogical opportunities and challenges. Despite diverse teacher and student approaches, a number of common factors were identified including constructionist teaching methods and the suitability of 3D environments for developing cross-curricular key skills and capabilities. In relation to the literature, this paper analyses how subject-aligned use of the 3D model met with differing levels of success, identifies four key skills that emerged from student use of the model across all three schools, and considers how challenges might be translated into further learning opportunities.
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Notes
- 1.
Anonymized project outputs can be downloaded from http://research.gsofasimvis.com/revisit/.
References
British Empire Exhibition (1938). http://empireexhibition.com/
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Acknowledgements
REVISIT and the British Empire Exhibition, 1938 project were funded by the Arts and Humanities Research Council, UK. Thanks to all of the schools, pupils, and teachers who participated in this pilot study.
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Abbott, D., Jeffrey, S., Gouseti, A., Burden, K., Maxwell, M. (2017). Development of Cross-Curricular Key Skills Using a 3D Immersive Learning Environment in Schools. In: Beck, D., et al. Immersive Learning Research Network. iLRN 2017. Communications in Computer and Information Science, vol 725. Springer, Cham. https://doi.org/10.1007/978-3-319-60633-0_6
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