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Virtual Worlds for Teaching: A Comparison of Traditional Methods and Virtual Worlds for Science Instruction

Virtual Worlds for Teaching: A Comparison of Traditional Methods and Virtual Worlds for Science Instruction

Catherine Norton-Barker, Margaret Corbit, Richard Bernstein
Copyright: © 2013 |Pages: 14
ISBN13: 9781466636040|ISBN10: 1466636041|EISBN13: 9781466636057
DOI: 10.4018/978-1-4666-3604-0.ch015
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MLA

Norton-Barker, Catherine, et al. "Virtual Worlds for Teaching: A Comparison of Traditional Methods and Virtual Worlds for Science Instruction." Bioinformatics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2013, pp. 273-286. https://doi.org/10.4018/978-1-4666-3604-0.ch015

APA

Norton-Barker, C., Corbit, M., & Bernstein, R. (2013). Virtual Worlds for Teaching: A Comparison of Traditional Methods and Virtual Worlds for Science Instruction. In I. Management Association (Ed.), Bioinformatics: Concepts, Methodologies, Tools, and Applications (pp. 273-286). IGI Global. https://doi.org/10.4018/978-1-4666-3604-0.ch015

Chicago

Norton-Barker, Catherine, Margaret Corbit, and Richard Bernstein. "Virtual Worlds for Teaching: A Comparison of Traditional Methods and Virtual Worlds for Science Instruction." In Bioinformatics: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 273-286. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3604-0.ch015

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Abstract

Immersive virtual worlds structured for education have the potential to engage students who do not respond well to traditional classroom activities. To test the appeal and usability of virtual environments in the classroom, four ninth grade science classes in a rural Upstate New York school were randomly assigned to learn an introductory genetics unit for three class periods in either an online, multi-user, virtual world computer environment or in a traditional classroom setting using lecture, worksheets, and model building. The groups were then reversed for a second three-day trial. Quizzes were given before, at midpoint, and at the end of the study. Both groups demonstrated significant knowledge gain of the genetics curriculum. This study demonstrates that self-directed learning can occur while exploring virtual world computer environments. The students were enthusiastic about using virtual worlds for education and indicated a strong preference for a variety of teaching methods, which suggests that offering mixed modalities may engage students who are otherwise uninterested in school.

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