Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning

Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning

• Jong, Morris Siu Yung The Chinese University of Hong Kong

Computers & Education, 207, 2023

Elsevier

2023

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Spherical Video-based Virtual Reality (SVVR) 360◦ Video Virtual Fieldwork Inquiry Learning Teacher Facilitation Learner-immersed Virtual Interactive Expedition (LIVIE) Geography Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

Although spherical video-based virtual reality (SVVR) has gained attention as an effective tool for technology-enhanced learning, little research has been conducted on its integration in formal education settings and the role of teachers in facilitating its pedagogical use. In this study, a design-based research (DBR) approach was used to develop teacher-facilitated tactics for SVVR-supported learning based on virtual inquiry fieldwork in formal senior secondary geography education in Hong Kong. Over a period of 2 academic years, we engaged with nine teachers (from nine schools across the upper, middle, and lower academic bands in Hong Kong) and their Grade-10 classes, which comprised a total of 504 students. In addition to reporting and discussing the pedagogical effectiveness of the teacher facilitation practices designed, enacted, analysed, and refined in the iterative DBR process, this paper presents the teacher facilitation principles deduced from these practices. Overall, the findings and implications of this DBR are academically and practically relevant for researchers and educational practitioners who seek to utilise SVVR for educational purposes and strive to enhance its pedagogical effectiveness. Copyright © 2023 Elsevier.

• English

Journal Articles

• 03601315

• 10.1016/j.compedu.2023.104921

https://bibliography.lib.eduhk.hk/en/bibs/02ca3298

2024-05-17