COLLECTION NAME:
Graduate Thesis Collection
Record
Title:
Engaging History: Using Virtual Reality as a Classroom Discussion Aid
Creator:
Bye, Cameron A.
Subject:
Thesis (M.F.A.) -- Interactive Design and Game Development
Subject:
Savannah College of Art and Design -- Department of Interactive Design and Game Development
Rights:
Copyright is retained by the authors or artists of items in this collection, or their descendants, as stipulated by United States copyright law.
Abstract:
"Virtual reality is rapidly becoming a new and affordable medium with hundreds of potential applications. It is already used for games, architectural mock-ups, virtual social spaces, training programs, and more. The captivating nature of virtual reality makes the things we witness in it that much more impactful and memorable. It adds a sense of presence and scale which screens simply cannot compete with, allowing for users to be wholly immersed in the environment or activity they are involved with. Education is a realm in which the practical applications of virtual reality are already being explored. While there are many approaches to implementing this new technology, the pedagogical theory of constructivism offers an effective framework for enhancing the classroom experience with virtual reality. Constructivism reflects the belief that true learning occurs through personal associations and reflecting on experiences. By using Jerome Bruner’s constructivist theory of learning through experience combined with the first-hand nature of virtual reality, the hope would be to increase student interest in middle school history classrooms and facilitate more frequent and engaging class discussions. Class discussions are crucial to building social confidence and starting dialogues that provoke students to critically engage with the topic rather than simply retain the information. Incorporating interactivity in a group VR environment would allow for seamless transitions between discussion topics and would make the virtual trip to the past more tangible, and therefore more meaningful. This approach ideally maximizes class participation and inspires students to learn more about the past."
Abstract:
*Includes a short animated demo of learning about Aztec history as an interactive VR experience
Abstract:
*Keywords: constructivism, virtual reality, class discussions, history, reflective learning, digital environments, head mounted displays
Publisher:
Savannah, Georgia : Savannah College of Art and Design
Date:
2019-07
Format:
1 text file (thesis) : PDF, 67 pages, color illustrations + 1 animated demo (1 min.) : WMV, sound, color