dc.contributor.author |
Steynberg, Johanna
|
|
dc.contributor.author |
Van Biljon, Judy
|
|
dc.contributor.author |
Pilkington, Colin
|
|
dc.date.accessioned |
2022-05-11T10:12:17Z |
|
dc.date.available |
2022-05-11T10:12:17Z |
|
dc.date.issued |
2020 |
|
dc.identifier.issn |
302-9743 |
|
dc.identifier.uri |
https://link.springer.com/chapter/10.1007/978-3-030-63885-6_35 |
|
dc.identifier.uri |
https://hdl.handle.net/10500/28844 |
|
dc.description |
Please access the full-text via the Springer.com link at the top of this record. |
|
dc.description.abstract |
Science educators need assessment tools to assess to what extent
learners’ knowledge and skills can be transferred to real-life situations. Virtual
reality learning environments (VRLEs) can be used to create authentic virtual
spaces where situated learning and assessment can take place. However, there
are considerable design and implementation challenges when developing a
VRLE. This research explored the design aspects of a virtual reality environment
for the assessment of knowledge transfer in science education. A design
science research approach was followed, implementing existing guidelines from
literature in building a VRLE. Lessons learned from the implementation were
formulated, and the theoretical contribution of this study is a set of literaturebased,
practice evaluated guidelines, synthesising lessons learned. From the
study, it is apparent that there are many benefits from using a VRLE for
assessment, and we hope that using these guidelines could mitigate some of the
usability issues that remain. |
en |
dc.language.iso |
en |
en |
dc.publisher |
Springer Nature Switzerland AG 2020 |
en |
dc.subject |
Virtual reality; Science education; Authentic assessment; Human-computer interaction; Usability |
en |
dc.title |
Design Aspects of a Virtual Reality Learning Environment to Assess Knowledge Transfer in Science |
en |
dc.type |
Article |
en |
dc.description.department |
School of Computing |
en |