Fostering science interests through head‐mounted displays
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Fostering science interests through head‐mounted displays. / Andersen, Martin Stolpe; Klingenberg, Sara; Petersen, Gustav Bøg; Creed, Peter A.; Makransky, Guido.
In: Journal of Computer Assisted Learning, Vol. 39, No. 2, 2023, p. 369-379.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Fostering science interests through head‐mounted displays
AU - Andersen, Martin Stolpe
AU - Klingenberg, Sara
AU - Petersen, Gustav Bøg
AU - Creed, Peter A.
AU - Makransky, Guido
PY - 2023
Y1 - 2023
N2 - Background: Research suggests that head‐mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention. Objectives: We investigated the effects of a one‐time experience of a virtual field trip to Greenland in a sample of 105 middle school students.Methods: Students used either a standard 2D video (video condition; N = 50) or anHMD (HMD condition; N = 55) as part of a six‐lesson educational activity on the topic of climate change. Informed by social cognitive career theory (SCCT), we investigated the effects of the different conditions (video vs. HMD) on the outcomes of self‐efficacy, outcome expectations, interest, and science intentions across three time points.Results and Conclusions: The results showed that using the HMD‐based virtual field trip, compared to the video, had a positive immediate effect on self‐efficacy and interest, and total later effects on self‐efficacy, outcome expectations, and interest an average of two and a half weeks after the virtual field trip. The results suggest that HMD‐based virtual field trips can influence self‐efficacy, outcome expectations, and interest more than a video‐based virtual field trip when measured approximately two and a half weeks after the intervention.
AB - Background: Research suggests that head‐mounted displays (HMD) can spark situational interest when they are used to provide science learning experiences that are not possible in traditional classroom settings. However, few studies have investigated the lasting effects of using HMDs in an authentic instructional intervention. Objectives: We investigated the effects of a one‐time experience of a virtual field trip to Greenland in a sample of 105 middle school students.Methods: Students used either a standard 2D video (video condition; N = 50) or anHMD (HMD condition; N = 55) as part of a six‐lesson educational activity on the topic of climate change. Informed by social cognitive career theory (SCCT), we investigated the effects of the different conditions (video vs. HMD) on the outcomes of self‐efficacy, outcome expectations, interest, and science intentions across three time points.Results and Conclusions: The results showed that using the HMD‐based virtual field trip, compared to the video, had a positive immediate effect on self‐efficacy and interest, and total later effects on self‐efficacy, outcome expectations, and interest an average of two and a half weeks after the virtual field trip. The results suggest that HMD‐based virtual field trips can influence self‐efficacy, outcome expectations, and interest more than a video‐based virtual field trip when measured approximately two and a half weeks after the intervention.
KW - Faculty of Social Sciences
KW - climate change
KW - head-mounted displays
KW - immersive virtual reaility
KW - interests
KW - self-efficacy
KW - social cognitive career theory
U2 - 10.1111/jcal.12749
DO - 10.1111/jcal.12749
M3 - Journal article
VL - 39
SP - 369
EP - 379
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 2
ER -
ID: 346784800