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Effects of a virtual reality-based pottery making approach on junior high school students’ creativity and learning engagement
Interactive Learning Environments ( IF 3.7 ) Pub Date : 2021-01-17 , DOI: 10.1080/10494820.2021.1871631
Jue-Qi Guan, Liang-Hui Wang, Qu Chen, Kai Jin, Gwo-Jen Hwang

ABSTRACT

Pottery making in technology education aims to foster students’ practical and creative ability. In a typical pottery making class, students receive the teacher’s instruction on the fundamental techniques used in pottery making and have opportunities to practice. It is meaningful to construct an observation-doing-reflection process for students in a pottery making class to promote their learning experience and performance. Therefore, in this study, a Virtual Reality (VR)-based pottery making approach was applied to technology education in a junior high school to examine its effects on students’ creativity and learning engagement. A total of 97 seventh graders from three classes participated in pottery making in class. One class of 34 students was assigned to be the experimental group learning with the VR-based approach, while the other two classes were assigned to be the control groups, with 30 students learning with the paper-and-pencil approach and 33 students with the clay-based approach. The results showed that the students learning with the VR-based approach were not only more creative in terms of their products, but also had higher cognitive engagement than those in the control groups. Moreover, the VR-based approach improved the students’ behavioral, emotional and social engagement compared to the paper-and-pencil approach.



中文翻译:

基于虚拟现实的陶艺制作方法对初中生创造力和学习投入的影响

摘要

陶艺制作技术教育旨在培养学生的实践能力和创造能力。在典型的陶艺课程中,学生会接受老师关于陶艺制作基本技术的指导,并有机会进行练习。在陶艺课堂上为学生构建一个观察-做-反思的过程对于提升他们的学习体验和表现是有意义的。因此,本研究将基于虚拟现实(VR)的陶艺制作方法应用于初中的技术教育中,以考察其对学生创造力和学习投入的影响。三个班共97名七年级学生参加了课堂陶艺制作。一个班有34名学生被分配为实验组,采用基于VR的方式进行学习,另外两个班级被指定为对照组,其中 30 名学生采用纸笔法学习,33 名学生采用粘土法学习。结果表明,使用基于 VR 的方法学习的学生不仅在产品方面更具创造力,而且比对照组的学生有更高的认知参与度。此外,与纸笔方法相比,基于 VR 的方法改善了学生的行为、情感和社交参与度。但也比对照组有更高的认知参与度。此外,与纸笔方法相比,基于 VR 的方法改善了学生的行为、情感和社交参与度。但也比对照组有更高的认知参与度。此外,与纸笔方法相比,基于 VR 的方法改善了学生的行为、情感和社交参与度。

更新日期:2021-01-17
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