Welcome to the InfoSci Platform
Reference Hub9
Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation

Konrad J. Schönborn, Gunnar E. Höst, Karljohan E. Lundin Palmerius, Jennifer Flint
Copyright: © 2014 |Volume: 5 |Issue: 2 |Pages: 17
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781466657298|DOI: 10.4018/ijvple.2014040104
Cite Article Cite Article

MLA

Schönborn, Konrad J., et al. "Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation." IJVPLE vol.5, no.2 2014: pp.40-56. http://doi.org/10.4018/ijvple.2014040104

APA

Schönborn, K. J., Höst, G. E., Palmerius, K. E., & Flint, J. (2014). Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(2), 40-56. http://doi.org/10.4018/ijvple.2014040104

Chicago

Schönborn, Konrad J., et al. "Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5, no.2: 40-56. http://doi.org/10.4018/ijvple.2014040104

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.