Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula
Shari J. Metcalf,
Amy M. Kamarainen,
Tina Grotzer and
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Shari J. Metcalf: Harvard University, Cambridge, MA, USA
Amy M. Kamarainen: Harvard University, Cambridge, MA, USA
Tina Grotzer: Harvard University, Cambridge, MA,, USA
Chris Dede: Harvard University, Cambridge, MA, USA
International Journal of Virtual and Personal Learning Environments (IJVPLE), 2013, vol. 4, issue 3, 66-77
Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculumâ€™s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVEâ€™s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jvple0:v:4:y:2013:i:3:p:66-77
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