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Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science

Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science

Jody Clarke-Midura, Eugenia Garduño
Copyright: © 2013 |Pages: 25
ISBN13: 9781466628151|ISBN10: 1466628154|EISBN13: 9781466628168
DOI: 10.4018/978-1-4666-2815-1.ch001
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MLA

Clarke-Midura, Jody, and Eugenia Garduño. "Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science." Cases on 3D Technology Application and Integration in Education, edited by Kimberely Fletcher Nettleton and Lesia Lennex, IGI Global, 2013, pp. 1-25. https://doi.org/10.4018/978-1-4666-2815-1.ch001

APA

Clarke-Midura, J. & Garduño, E. (2013). Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science. In K. Nettleton & L. Lennex (Eds.), Cases on 3D Technology Application and Integration in Education (pp. 1-25). IGI Global. https://doi.org/10.4018/978-1-4666-2815-1.ch001

Chicago

Clarke-Midura, Jody, and Eugenia Garduño. "Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science." In Cases on 3D Technology Application and Integration in Education, edited by Kimberely Fletcher Nettleton and Lesia Lennex, 1-25. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2815-1.ch001

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Abstract

Immersive and 3D virtual environments have the potential to offer more authentic science inquiry learning that allows for metacognitive and self-regulated learning strategies. While metacognition and self-regulated learning are important for science inquiry learning, little research exists on linking these skills with students’ experience in a 3D immersive environment designed to teach science inquiry. The authors conducted two studies to explore how curricula delivered via immersive technologies have the potential to create learning experiences that allow for authentic inquiry learning and enable metacognitive processes and self-regulated learning. In the first study, they examined the relationship between students’ metacognition and their self-identified experience with the curriculum. The authors found a relationship between students’ metacognition and feeling like a scientist and like they were participating in authentic science (conducting an experiment). These findings influenced the design of a treatment that contains embedded metacognitive and self-regulated learning scaffolds. In their second study, the authors examined the causal effect of the treatment on students’ self-identified experience with the curriculum. They found that students who participated in the treatment identified with the role of a scientist and felt like they were doing authentic science.

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