Exploring the effect of VR-enhanced teaching aids in STEAM education: An embodied cognition perspective

Computers & Education: X Reality Pub Date : 2024-01-01 DOI:10.1016/j.cexr.2024.100067

Zehui Zhan , Xuanyan Zhong , Zhihang Lin , Rubing Tan

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Abstract

The purpose of this study was to examine the effect of Physical Teaching Aids (PTAs) and VR-Enhanced Teaching Aids (VETAs) on students’ learning performance, attitudes, and classroom interactions in a STEAM course. A quasi-experimental study was conducted with a total of 85 fifth-grade students, 42 in the treatment group and 43 in the control group. The students in the treatment group reported a high level of acceptance of the VETAs in the post-course interview. The Lag Sequential Analysis results indicated that the use of VETAs improved students' learning performance and made the classroom more learner-centered than those who were facilitated with PTAs. In the treatment group, students were able to investigate problems more actively, practice and innovate more interactively, and achieve deeper learning. The current study further elaborates on the reasons and summarizes the mechanism of VETAs supporting the perceptual field in STEAM education.

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探索虚拟现实增强型教具在 STEAM 教育中的效果：体现认知的视角

本研究旨在考察物理教具（PTA）和虚拟现实增强教具（VETA）对 STEAM 课程中学生学习成绩、态度和课堂互动的影响。这项准实验研究共有 85 名五年级学生参加，其中治疗组 42 人，对照组 43 人。在课后访谈中，治疗组的学生对职业教育与培训协议的接受程度很高。滞后序列分析结果表明，与使用 PTA 的学生相比，使用 VETAs 提高了学生的学习成绩，使课堂更加以学生为中心。在处理组中，学生能够更积极地探究问题，更互动地实践和创新，并实现更深入的学习。本研究进一步阐述了职教与创客教育中支持感知领域的原因，并总结了职教与创客教育的机制。

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Computers & Education: X Reality

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