Abstract

For an academic course at St. Pölten University of Applied Sciences, a didactically designed virtual tour was created based on previously defined design recommendations. The article presents results from a conducted field test, with a focus on extending the virtual tour according to theories of multimedia learning. The investigation aimed to determine whether predefined teaching and learning goals within the scenario, aligned with the Bloom’s taxonomy levels of Applying, Analyzing, Evaluating, and Creating, could be achieved by students through time- and location-independent use of the virtual tour. Competency based assessment was carried out as a two-stage test series, comprising an asynchronous distance-based assessment and an in-person laboratory exercise. The findings from the collected data demonstrate that an adequate content design of the learning materials support competence acquisition regardless of time and location during the field test. Participants were able to perform practical-oriented tasks during the face-to-face laboratory exercise.

Citation

Braun, C., Kayali, F. & Moser, T. (2024). Designing Didactic Scenarios for Laboratory Teaching: Guidelines for Developing Meaningful Virtual Tours. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1142-1156). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/224637/.

© 2024 Association for the Advancement of Computing in Education (AACE)