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The gain and pain in taking the pilot seat: learning dynamics in a non immersive virtual solar system

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Abstract

This study describes and analyzes the learning interactions of nine high-school students’ free exploration of a virtual solar system (VSS). The VSS is a non-immersive three dimensional virtual environment based on real NASA planetary images. The computer screen serves as a “spacecraft’s window” for the learner to “fly” between objects, to change the system’s frame of reference and its pace. A systematic analysis of participants’ real-time observable interactions together with what they said revealed that each of them created an unique learning pattern within at least five different dimensions: (1) the cognitive dimension, (2) the affective dimension, (3) the navigation dimension, (4) the interface dimension, and (5) the assistance seeking dimension. The construction of meaning emerged as a non-linear process, which includes transitions between and within these dimensions. Three different styles of learning interactions were identified, suggesting that individual differences might be enhanced due to the unique VSS’ features. Overall, the VSS served as an enriching and motivational learning experience. The design of additional navigation tools and content scaffolding might help participants’ in building a sustained deep scientific understanding.

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Authors and Affiliations

  1. Instructional Systems Technologies Department, HIT – Holon Institute of Technology, 52 Golomb St., P.O. Box 305, Holon, 58102, Israel

    Elhanan Gazit

  2. Department of Life and Natural Sciences, The Open University of Israel, Tel-Aviv, 61392, Israel

    Yoav Yair

  3. The School of Education, Tel-Aviv University, Ramat-Aviv, Tel-Aviv, 69978, Israel

    David Chen

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  1. Elhanan Gazit
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  2. Yoav Yair
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  3. David Chen
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Correspondence to Elhanan Gazit.

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Gazit, E., Yair, Y. & Chen, D. The gain and pain in taking the pilot seat: learning dynamics in a non immersive virtual solar system. Virtual Reality 10, 271–282 (2006). https://doi.org/10.1007/s10055-006-0053-3

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  • DOI: https://doi.org/10.1007/s10055-006-0053-3

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