Emmanuel Echeverri-Jimenez*, and , Maria Oliver-Hoyo,
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引用次数: 0
Abstract
The need to develop virtual reality learning environments (VRLEs) grounded in theory motivated this work that in turn provides guidelines to support chemistry VRLEs with evidence-based practices and frameworks. Herein, we describe nine frameworks that turned out to be critical for the design of a chemistry focused VRLE, paying special attention to the frameworks’ interconnectivity. Different framework components were crucial in different aspects of the content design, technology design, and content–technology integration, and throughout this article, we illustrate the application of each framework. As the main objective was to build a resource to support visual-spatial attributes, a shape recognition framework was developed to facilitate students’ abilities to recognize 3D characteristics from 2D representations inherent in VRLEs. The interconnected frameworks’ components complement and reinforce each other, creating a synergistic effect to support visuospatial thinking and representational competence in a VRLE. This process helped shape a set of recommendations aimed to guide other developers to produce pedagogically sound VRLEs.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.