Please use this identifier to cite or link to this item: https://doi.org/10.1007/s10956-013-9441-0
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dc.titleLearning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments
dc.contributor.authorKozhevnikov, M.
dc.contributor.authorGurlitt, J.
dc.date.accessioned2014-04-02T10:09:53Z
dc.date.available2014-04-02T10:09:53Z
dc.date.issued2013-12
dc.identifier.citationKozhevnikov, M., Gurlitt, J. (2013-12). Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments. Journal of Science Education and Technology 22 (6) : 952-962. ScholarBank@NUS Repository. https://doi.org/10.1007/s10956-013-9441-0
dc.identifier.issn10590145
dc.identifier.urihttp://scholarbank.nus.edu.sg/handle/10635/49851
dc.description.abstractThe focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students' performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from "outside"), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models. © 2013 Springer Science+Business Media New York.
dc.description.urihttp://libproxy1.nus.edu.sg/login?url=http://dx.doi.org/10.1007/s10956-013-9441-0
dc.sourceScopus
dc.subjectEducational technology
dc.subjectImmersivity
dc.subjectRelative motion
dc.subjectVirtual environment
dc.typeArticle
dc.contributor.departmentPSYCHOLOGY
dc.description.doi10.1007/s10956-013-9441-0
dc.description.sourcetitleJournal of Science Education and Technology
dc.description.volume22
dc.description.issue6
dc.description.page952-962
dc.identifier.isiut000327090700010
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