Abstract

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning.

Citation

Morales, T.M., Bang, E. & Andre, T. (2013). A One-Year Case Study: Understanding the Rich Potential of Project-Based Learning in a Virtual Reality Class for High School Students. Journal of Science Education and Technology, 22(5), 791-806. Retrieved August 11, 2024 from https://www.learntechlib.org/p/155318/.

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Keywords

• active learning
• Classroom Observation Techniques
• Educational Objectives
• electronic learning
• High School Students
• Independent Study
• Interviews
• online courses
• Parent Surveys
• Program Effectiveness
• programming
• Qualitative Research
• Student Projects
• Teacher Surveys