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Digital Dome Versus Desktop Display: Learning Outcome Assessments by Domain Experts

Digital Dome Versus Desktop Display: Learning Outcome Assessments by Domain Experts

Jeffery Jacobson
Copyright: © 2013 |Volume: 4 |Issue: 3 |Pages: 15
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781466634428|DOI: 10.4018/jvple.2013070104
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MLA

Jacobson, Jeffery. "Digital Dome Versus Desktop Display: Learning Outcome Assessments by Domain Experts." IJVPLE vol.4, no.3 2013: pp.51-65. http://doi.org/10.4018/jvple.2013070104

APA

Jacobson, J. (2013). Digital Dome Versus Desktop Display: Learning Outcome Assessments by Domain Experts. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(3), 51-65. http://doi.org/10.4018/jvple.2013070104

Chicago

Jacobson, Jeffery. "Digital Dome Versus Desktop Display: Learning Outcome Assessments by Domain Experts," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.3: 51-65. http://doi.org/10.4018/jvple.2013070104

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Abstract

In previous publications, the author reported that students learned about Egyptian architecture and society by playing an educational game based on a virtual representation of a temple. Students played the game in a digital dome or on a standard desktop computer, and (each) then recorded a video tour of the temple. Those who had used the dome recited more facts in their videos (P < 0.05). In this study, the author reports reanalysis of the video tours by two expert Egyptologists, who found an even stronger main effect for conceptual learning (P = 0.000) and better integration between the abstract concepts and the visuals (P < 0.002). The author describes the experiment in the context of digital domes for education, surveying the field and discussing relevant theory.

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