Immersive Virtual Environments for Astronomy Education

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Immersive Virtual Environments for Astronomy Education. Ka Chun Yu Denver Museum of Nature & Science Uniview Users Group Meeting 2013. Funded by NSF ROLE 0529522 and NSF DRL 0848945. Shape of the Earth (K-5). (Nussbaum 1985, Baxter 1989, Vosniadou 1991, Sneider et al. 1996). - PowerPoint PPT Presentation

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<p>PowerPoint Presentation</p> <p>Immersive Virtual Environments for Astronomy EducationKa Chun YuDenver Museum of Nature &amp; ScienceUniview Users Group Meeting 2013Funded by NSF ROLE 0529522 and NSF DRL 0848945</p> <p>1Shape of the Earth (K-5)(Nussbaum 1985, Baxter 1989, Vosniadou 1991, Sneider et al. 1996)</p> <p>2Phases of the Moon (K-16+)(Trundle et al. 2002)</p> <p>3Other Astronomy MisconceptionsLunar Phases (Kuethe 1963, Ault 1984, Jones et al. 1987, Treagust 1988, Baxter 1989, Vosniadou 191, Sadler 1998)Seasons (Duit 2002, Bailey &amp; Slater 2003)Orbits (Dunlop 2000, Sadler 1992, Yu, Sahami, &amp; Denn 2010)Scale of the Solar System (Sadler 1992, Schneps et al. 2014)The Big Bang (Prather et al. 2002)4Visuospatial Reasoning(Sadler 1992)</p> <p>5</p> <p>Textbook Diagrams6Orbits(Yu, Sahami, &amp; Denn 2010)</p> <p>7Orbits(Yu, Sahami, &amp; Denn 2010)</p> <p>8Orbits(Yu, Sahami, &amp; Denn 2010)</p> <p>9Textbook diagrams(Bennett, Donahue, Schneider, &amp; Voit 2007)</p> <p>10Textbook diagrams(Bennett, Donahue, Schneider, &amp; Voit 2007)</p> <p>11Textbook diagrams(Bennett, Donahue, Schneider, &amp; Voit 2007)</p> <p>12Difficulty of Learning AstronomyPhysical systems cannot be experienced directly</p> <p>Mental model construction required</p> <p>Erroneous mental models are hard to change(Constructivist theory, A Private Universe, 1987)</p> <p>Underlying principles also difficult to learn132D vs. 3D LearningMuch traditional classroom instruction (2D pictures, charts, slides, written descriptions) not helpfulTeaching one topic may lead to reinforcement of misconceptions in another topicComputer visualizations &amp; simulations recommended (Parker &amp; Heywood 1998, Schneps et al. 2014)Previous use of computer-based 3D visualizations (Barab et al. 2000; Yair, Mintz, &amp; Litvak 2001; Bakas &amp; Mikropoulos 2003; Trundle &amp; Bell 2003; Kkzer et al. 2009, Schneps et al. 2014)</p> <p>14Teaching with Immersive Virtual EnvironmentsMultiple frames of reference</p> <p>Exocentric and egocentric viewpoints</p> <p>Range of size scales</p> <p>Time variation</p> <p>15Teaching with Immersive Virtual EnvironmentsVirtual Environments in Education: (Dede et al. 1996, Salzman et al. 1998, Dede et al. 1999)Increases student engagementIncreased student motivationMultiple frames of referenceImmersive vs. Non-immersive:Better task performance (Bowman &amp; Raja 2004, Raja et al. 2004)Building cognitive mental maps (Pausch et al. 1997)Physically Large, Wide FOV Displays:Better female performance (Tan 2004, Tan, Czerwinski, &amp; Robertson 2006)</p> <p>16PIs: Ka Chun Yu (DMNS), Kamran Sahami (MSUD)Goal: Study the effectiveness of virtual environments for learning in immersive and non-immersive settings</p> <p>Funded by NSF ROLE 0529522 and NSF DRL 0848945</p> <p>17</p> <p>Group I</p> <p>Traditional Classroom Instruction</p> <p>Textbook</p> <p>Classroom Demonstrations</p> <p>Traditional Multimedia (textbook CDROM &amp; website)</p> <p>3D Physical Models</p> <p>Additional Classroom Instruction</p> <p>Group II</p> <p>Traditional Classroom Instruction</p> <p>Textbook</p> <p>Classroom Demonstrations</p> <p>Traditional Multimedia (textbook CDROM &amp; website)</p> <p>3D Physical Models</p> <p>Additional Classroom Instruction</p> <p>Flat VE Software Visualizations in Classroom</p> <p>Group III</p> <p>Traditional Classroom Instruction</p> <p>Textbook</p> <p>Classroom Demonstrations</p> <p>Traditional Multimedia (textbook CDROM &amp; website)</p> <p>3D Physical Models</p> <p>Additional Classroom Instruction</p> <p>Immersive VE Software Visualizations Fulldome Theater</p> <p>18Topic ModulesPhases of the MoonLunar and Solar EclipsesSeasons, Lengths of Day and YearKeplers Laws, Orbits, Retrograde MotionScale and Structure of the Solar SystemOuter Moon Systems, Tidal Locking, Orbital ResonancesDistances to Stars and Galaxies</p> <p>Front-end evaluations (N120, 30 min) provide misconception resource.</p> <p>19Curriculum ProductsMisconception AnalysesLecture Outlines, Uniview ProfilesWeekly Curriculum QuizzesPre-instructionContemporaneousPost-instruction</p> <p>How can we determine if student learning is due to visualizations?</p> <p>20Seasons Module</p> <p>21Seasons Module</p> <p>22Seasons Module</p> <p>23Seasons Module</p> <p>24Seasons Module</p> <p>25Seasons Module</p> <p>26Seasons Module</p> <p>27Seasons Module Analyses</p> <p>N 657 (GI 126, GII 195, GIII 336)</p> <p>2829Orbits(Sadler 1992)</p> <p>30Orbits(Yu, Sahami, &amp; Denn 2010)</p> <p>31Teaching Strategies</p> <p>The most important single factor influencing learning is what the learner already knows; ascertain this and teach him accordingly,</p> <p>D. Ausubel, 1968, Educational PsychologyFind out what the learner already knows: pre-conceptions or misconceptionsDesign curriculum to address these alternative viewpoints32</p>

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