First-Person Science Inquiry in the Field

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dc.contributor.authorMoher, T.en_US
dc.contributor.authorJohnson, A.en_US
dc.contributor.authorCho, Y.en_US
dc.contributor.authorLin, Y.en_US
dc.contributor.editorB. Froehlich and J. Deisinger and H.-J. Bullingeren_US
dc.date.accessioned2014-01-27T09:38:53Z
dc.date.available2014-01-27T09:38:53Z
dc.date.issued2001en_US
dc.description.abstractIn this paper we describe a class of restricted simulations, virtual ambients, designed to support science inquiry learning among elementary school students. These simulations employ large multi-user VR displays to support first-person collaborative exploration, data collection, and the construction of support for hypotheses in simulated environments. In order to reduce the cognitive load on learners, navigation is used instead of the traditional learning simulations' direct control of independent model variables. Users may observe phenomena in virtual environments, but cannot affect the course of the underlying simulation. We report on our early experience with second, fourth, and sixth grade students in an elementary school employing a configurable virtual ambient named the Field.en_US
dc.description.seriesinformationEurographics Workshop on Virtual Environmentsen_US
dc.identifier.isbn3211836713en_US
dc.identifier.issn1727-530Xen_US
dc.identifier.urihttps://doi.org/10.2312/EGVE/EGVE01/131-140en_US
dc.publisherThe Eurographics Associationen_US
dc.titleFirst-Person Science Inquiry in the Fielden_US
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EGVE01: 7th EG Workshop on Virtual Environments, 5th Immersive Projection Technology Workshop