M5: Blog Post 4 - Annotated Bibliography

After considering multiple topics from previous modules, I would like to conduct more research on implementing simulations and virtual reality into my curriculum. I am a high school Earth Science teacher and one of my primary goals is to ensure learning for all of my students. Right now in my career, I have been tasked to teach multiple Earth Science classes throughout the day, all of which have diverse learners. I would like to have the ability to display earth’s processes and actions through the use of simulations and virtual reality to ensure my students’ understanding of the material. Many of my students benefit from a physical lab where they have the opportunity to look at a “smaller scale version” of what is actually happening outside of the classroom. As new media sources and new literacies arise, I would like to stay ahead of the curve and have different ways to explain processes to my students. Technology is advancing more and more everyday. I would like to give my students the opportunity to interact with new forms of media that will not only help them understand Earth Science, but will also prepare them for future use of technology in other aspects of their lives. I believe simulations and virtual reality are going to be a major influence in future Earth Science classrooms across the nation.

Annotated Bibliography

Alhadlaq, A. (2023). Computer-Based Simulated Learning Activities: Exploring Saudi Students’

Attitude and Experience of Using Simulations to Facilitate Unsupervised Learning of Science Concepts. Applied Sciences, 13(7), 4583-. https://doi.org/10.3390/app13074583

This article highlights the responses of an experiment where students were using simulations and virtual reality while unsupervised. The results of this experiment explain the ability for user-centered learning to allow understanding of material and processes in a science-based classroom. Virtual learning has the ability to allow students to explore independently and promote efficient learning. This source is insightful because of its direct correlation to science classrooms.

Czimre, K., Teperics, K., Molnár, E., Kapusi, J., Saidi, I., Gusman, D., & Bujdosó, G. (2024).

Potentials in Using VR for Facilitating Geography Teaching in Classrooms: A Systematic Review. ISPRS International Journal of Geo-Information, 13(9), 332-. https://doi.org/10.3390/ijgi13090332

One of the major contexts of any Earth Science class is the ability to explore the geography of different parts of the world. This article explains the potentials of using virtual reality for geography in classrooms. Virtual reality can motivate students to pursue knowledge based on their backgrounds and history. Virtual reality allows students to explore the world and visualize different locations without having to physically go to a specific location. This article highlights the possibilities and limitations of virtual reality in classrooms.

Kaldaras, L., Wang, K. D., Nardo, J. E., Price, A., Perkins, K., Wieman, C., & Salehi, S. (2024).

Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations. International Journal of STEM Education, 11(1), 30–17. https://doi.org/10.1186/s40594-024-00490-7

This article summarizes the importance of scaffolding your computer simulations in the classroom. Not all simulation programs will “reach” your students. It is up to the teacher to implement lessons and activities that will support students' understanding of what they see during their simulations. This source is helpful in outlining what needs to be done in class, prior to using a simulation.

Khukalenko, I. S., Kaplan-Rakowski, R., An, Y., & Iushina, V. D. (2022). Teachers’ perceptions

of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies, 27(8) https://doi.org/10.1007/s10639-022-11061-0

This article displays the results of an experiment where classrooms were exposed to immersive virtual reality. The article outlines what needs to be done in order to ensure success with the technology and ways for educators to understand how to use virtual reality in the field. The experiment yielded positive test results supporting the addition of virtual reality in a classroom. This is a helpful source that outlines the educational potential for virtual reality.

Makransky, G., Mayer, R. E., Veitch, N., Hood, M., Christensen, K. B., & Gadegaard, H. (2019).

Equivalence of using a desktop virtual reality science simulation at home and in class. PloS One, 14(4), e0214944-. https://doi.org/10.1371/journal.pone.0214944

This article shows the positive impact that virtual laboratories and simulations have on companies and educational institutions. The positive impacts are summarized, as well as the results from their 112 student-research experiment regarding virtual reality and simulations in the field. The study also helps educators understand the pros and cons to promoting virtual reality in classrooms for individual topics and units. This is a helpful source for understanding the reasons to implement virtual reality into a classroom.

Richards, D., & Taylor, M. (2015). A Comparison of learning gains when using a 2D simulation

tool versus a 3D virtual world: An experiment to find the right representation involving the Marginal Value Theorem. Computers and Education, 86, 157–171. https://doi.org/10.1016/j.compedu.2015.03.009

This article discusses the benefits and drawbacks to using three dimensional models as opposed to two dimensional models. Researchers conduct an experiment based on learner outcomes using software that creates a rendering of animals inhabiting a virtual world for a biology class. The article lists the reasons why immersive technology is both effective and ineffective for educational organizations. This source is great for identifying reasons not to include virtual reality in the classroom.

References