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Design Aspects of a Virtual Reality Learning Environment to Assess Knowledge Transfer in Science

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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


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