Engaging students in scientific practices through knowledge building using virtual reality

Abstract

This study investigated the role of Knowledge Building enriched with Virtual Reality (VR) technologies, in students' understanding of scientific inquiry and science practice. A 10- lesson Knowledge Building (KB) pedagogy enriched with an in-game virtual reality world (Omosa Virtual World) was designed to create an immersive collective inquiry experience that promotes learning through scientific practices in ecology. Twenty students of a Hong Kong middle school engaged in progressive theorybuilding as they act as scientists immersing in a virtual world (Omosa Virtual World) to investigate its decrease in animal population. Knowledge Forum was used as the platform for collaborative knowledge building to take place. Key designs include 1) engaging students in scientific practices; 2) creating an environment for student-initiated inquiry; 3) improving the community’s theory-building process. The combination of quantitative and qualitative data sources used include pre and post-tests on scientific inquiry, pre and post-tests on domain understanding, questionnaires on collaboration, questionnaires on epistemic beliefs, questionnaires on motivation, questionnaires on course experience, individual student interviews, contributions on Knowledge Forum and student-generated artefacts. Further analysis on Knowledge Forum contributions was conducted using assessment tools such as Analytical Toolkit and Knowledge Building Discourse Explorer. Inquiry threads and portfolio notes on Knowledge Forum were coded and analysed. The present study found the integration of KB pedagogies with virtual reality technologies beneficial for students’ learning. Key findings include 1) significant improvements in understanding of scientific inquiry and domain understanding; 2) participation on Knowledge Forum has correlated with scientific understanding; 3) Analysis of KF discourse and summary notes using analytics illuminate scientific understanding and knowledge advance 4) students enjoy the learning experience with influence on their motivation and epistemic dispositions. These results will help inform and encourage educators and curriculum designers on the interweaving of VR with KB pedagogy as the approach to achieve deeper learning and knowledge building for science learning.