Interactive virtual expeditions as a learning tool: the School of Rock Expedition case study
Matthew Niemitz, Harvard Graduate School of Education, United States ; Scott Slough, Texas A&M University, United States ; Leslie Peart, Joint Oceanographic Institutions, United States ; Ann Klaus, Integrated Ocean Drilling Program, United States ; R. Mark Leckie, University of Massachusetts - Amherst, United States ; Kristen St. John, James Madison University, United States
Journal of Educational Multimedia and Hypermedia Volume 17, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Invited as a paper from ED-MEDIA 2006 The use of interactive virtual expeditions in classroom learning environments is an effective means to engage learners in understanding science as an inquiry process, infusing current research and relevant science into the classroom, and positively affecting learner attitudes towards science as a process and a career. A comparative analysis of the School of Rock Expedition interactive virtual expedition case study yields recommendations about the use of real-time or near real-time interaction with expedition scientists – in particular, that a combination of live and near real-time interaction may be most effective and that scientists who are trained in effective means to communicate with target audiences may be productive in shifting learner attitudes about science to the positive.
Niemitz, M., Slough, S., Peart, L., Klaus, A., Leckie, R.M. & St. John, K. (2008). Interactive virtual expeditions as a learning tool: the School of Rock Expedition case study. Journal of Educational Multimedia and Hypermedia, 17(4), 561-580. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)