Skip to main content
SpringerLink
Log in

A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Barab S, Hay KE, Squire K, Barnett M, Schmidt R, Karrigan K, Johnson C (1999) Virtual solar system project: developing scientific understanding through model building. Paper presented at the annual meeting of the American Educational Research Association

  • Barab SA, Hay KE, Barnett M, Keating T (2000) Virtual solar system sroject: building understanding through model building. J Res Sci Teach 37(7):719–756

    Article  Google Scholar 

  • Barab SA, Barnett M, Yamagata-Lynch L, Squire K, Keating T (2002) Using activity theory to understand the systemic tensions characterizing a technology-rich introductory astronomy course. Mind Cult Act 9(2):76–107

    Article  Google Scholar 

  • Barab S, Thomas M, Dodge T, Carteaux R, Tuzun H (2005) Making learning fun: Quest Atlantis, a game without guns. Education Tech Research Dev 53(1):86–107

    Article  Google Scholar 

  • Barab SA, Gresalfi M, Dodge T, Ingram-Goble A (2010a) Narratizing disciplines and disciplinizing narratives: games as 21st century curriculum. Int J Gaming Comput Mediat Simul 2(1):17–30

    Article  Google Scholar 

  • Barab SA, Gresalfi M, Ingram-Goble A (2010b) Transformational play: using games to position person, content, and context. Educ Res 39:525–536

    Google Scholar 

  • Barnett M, Yamagata-Lynch L, Keating T, Barab S, Hay K (2005) Using virtual reality computer models to support student understanding of astronomical concepts. J Comput Math Sci Teach 24(4):333–356

    Google Scholar 

  • Boulos MNK, Hetheringtont L, Wheeler S (2007) Second Life: an overview of the potential of 3-D virtual worlds in medical and health education. Health Info Libr J 24:233–245

    Article  Google Scholar 

  • Bradsford JD, Brown AL, Cocking RR (2000) How people learn brain, mind, experience and school. National Academy of Sciences, Washington, DC

    Google Scholar 

  • Brown J, Duguid P (2000) The social life of information. Harvard Business Press, Cambridge

    Google Scholar 

  • Christensen C, Horn M, Johnson C (2008) Disrupting class. McGraw-Hill, New York

    Google Scholar 

  • Crotty M (1998) The foundations of social research: meaning and perspective in the research process. SAGE Publications, Inc., Thousand Oaks, CA

    Google Scholar 

  • Dede C (2007) Introduction: a sea change in thinking, knowing, learning, and teaching. In: Salaway G, Borreson Caruso J (eds) The ECAR study of undergraduate students and information technology, 2007. EDUCAUSE, Boulder, CO, pp 19–26

    Google Scholar 

  • Dede C, Salzman M, Loftin B (1996) The development of a virtual world for learning Newtonian mechanics. In: Brusilovsky P, Kommers P, Streitz N (eds) Multimedia, hypermedia, and virtual reality. Springer, Berlin

    Google Scholar 

  • Dede C, Salzman M, Loftin RB, Ash K (1997) Using virtual reality technology to convey abstract scientific concepts. In: Jacobson MJ, Kozma RB (eds) Learning the sciences of the 21st century: research, design and implementing advanced technology learning environments. Erlbaum, Mahwah, NJ

    Google Scholar 

  • Dewey J (1938) Experience and education. Macmillan, London & New York

    Google Scholar 

  • Dey I (2005) Qualitative data analysis: a user friendly guide for social scientists. Routledge, New York, NY. Retrieved from http://www.drapuig.info/files/Qualitative_data_analysis.pdf

  • Elen J, Clark RE (2006) Handling complexity in learning environments. Elsevier, Amsterdam

    Google Scholar 

  • Fleming D (2000) A teacher’s guide to project-based learning. AEL, Inc., Charleston, WV

    Google Scholar 

  • Gibson D, Aldrich M, Prensky M (eds) (2007) Games and simulations in online learning: research and development frameworks. IGI Global, Hershey, PA

    Google Scholar 

  • Gordin D, Pea R (1995) Prospects for scientific visualization as educational technology. J Learn Sci 4(3):249–279

    Article  Google Scholar 

  • Greeno JG (2006) Learning in activity. In: Keith Sawyer R (ed) The Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge, pp 80–96

    Google Scholar 

  • Horn M, Staker H (2011) The rise of K-12 blended learning. Innosight Institute. Retrieved from http://www.innosightinstitute.org/mediaroom/publications/educationpublications/the-rise-of-k-12-blended-learning

  • Kafai YB (2006) Constructionism. In: Keith Sawyer R (ed) The Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge, pp 35–46

    Google Scholar 

  • Kant I (2004) The critique of pure reason. Kessinger Publishing, LLC., Whitefish, MT

    Google Scholar 

  • Kilpatrick W (1922) The project method: the use of the purposeful act in the educative process. Teachers College Press, New York

    Google Scholar 

  • Knoll M (1997) The project method: its vocational education origin and international development. J Ind Tech Educ 34(3):59–80

    Google Scholar 

  • Krajcik JS, Blumenfeld P (2006) Project-based learning. In: Keith Sawyer R (ed) The Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge, pp 317–334

    Google Scholar 

  • Lave J, Wenger E (1991) Situated learning: legitimate peripheral participation. Cambridge University Press, New York

    Book  Google Scholar 

  • Liu E, Noppe-Brandon S (2009) Imagination first: unlocking the power of possibility. Jossey-Bass, San Francisco, CA

    Google Scholar 

  • Markham T, Larmer J, Ravitz J (2003) Project based learning handbook: a guide to standards focused project based learning for middle and high school teachers. QuinnEssentials Books and Printing, Inc., Hong Kong

    Google Scholar 

  • Marques J, McCall C (2005) The application of interrater reliability as a solidification instrument in a phenomenological study. Qual Rep 10(3):439–462. Retrieved from http://www.nova.edu/ssss/QR/QR10-3/marques.pdf

  • Means B, Olson K (1995, April) Technology’s role within constructivist classrooms. SRI International Reports, pp 3–17

  • Meyer DK, Turner JC, Spencer CA (1997) Challenge in a mathematics classroom: students’ motivation and strategies in project-based learning. Elem Sch J 97(5):501–521

    Article  Google Scholar 

  • Miles MM, Huberman AM (1984) Qualitative data analysis: a sourcebook of new methods. Sage, Newbury Park, CA

    Google Scholar 

  • Monahan T, McArdle G, Bertolotto M (2008) Virtual reality for collaborative e-learning. Comput Educ 50:1339–1353

    Article  Google Scholar 

  • Nersessian NJ, Patton C (2009) Model-based reasoning in interdisciplinary engineering. In: Meijers AWM (ed) The handbook of the philosophy of technology & engineering sciences. Springer, Berlin, pp 678–718

    Google Scholar 

  • Nicholson DT, Chalk C, Funnell WRJ, Daniel SJ (2006) Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear model. Med Educ 40:1081–1087

    Article  Google Scholar 

  • Osberg KM, Winn W, Rose H, Hollander A, Hoffman H, Char P (1997) The effect of having grade seven students construct virtual environments on their comprehension of science. Paper presented at the annual meeting of the American Educational Research Association. Retrieved from http://www.hitl.washington.edu/pubs/hitlpub.php

  • Papert S (1991) Situating constructionism. In: Harel I, Papert S (eds) Constructionism. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 1–14

    Google Scholar 

  • Parry M, Young J (2010, November 28) New social software tries to make studying feel like facebook [The Chronicle of Higher Education]. Retrieved from http://chronicle.com/article/New-Social-Software-Tries-to/125542

  • Phillips DC (1995) The good, the bad and the ugly: the many faces of constructivism. Educ Res 24(7):5–12

    Google Scholar 

  • Phillips DC (2000) Constructivism in education, ninety-ninth yearbook of the National Society for the Study of Education, part I, (Ed.). University of Chicago Press, Chicago

  • Piaget J (1952) The origins of intelligence in children. International Universities Press, New York

    Book  Google Scholar 

  • Salzman M, Dede C, Loftin L, Ash K (2008) Using VR’s frame of reference in mastering abstract information. Retrieved from http://www.virtual.gmu.edu/SS_research/rpapers/ICLS2pdf.htm

  • Sawyer RK (2008) Optimizing learning: implications of learning sciences research. In: CD OE (ed) Innovating to learn: learning to innovate. Center for Research and Innovation, OECD, Paris, pp 45–62

    Chapter  Google Scholar 

  • Schwartz D, Heiser J (2006) Spatial representations and imagery in learning. In: Sawyer R (ed) Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge, pp 283–298

    Google Scholar 

  • Thomas JW (2000) A review of research on project-based learning (Online). Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf

  • Tobias S, Duffy T (2009) Constructivist instruction: success or failure. Routledge, New York

    Google Scholar 

  • Von Glaserfeld E (1991) Radical constructivism in mathematics education. Kluwer, New York

    Google Scholar 

  • Vygotsky L (1978) Mind in society: the development of the higher psychological processes. Harvard University Press, Cambridge

    Google Scholar 

  • Weber M (2003) The protestant ethic and the spirit of capitalism. Routledge, New York, NY

    Google Scholar 

  • Willis J (2007) Foundations of qualitative research: interpretive and critical approaches. SAGE Publications, Inc., Thousand Oaks, CA

    Google Scholar 

  • Winn W (1997) The impact of three-dimensional immersive virtual environments on modern pedagogy. (Technical Report) Human Interface Technology Lab, Seattle. http://www.hitl.washington.edu/pubs/hitlpub.php

  • Winn W, Hoffman H, Hollander A, Osberg K, Rose H, Char P (1997, March) The effect of student construction of virtual environments on the performance of high- and low-ability students, human interface technology laboratory. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Retrieved from http://www.hitl.washington.edu/pubs/hitlpub.php

  • Yin RK (2003) Case study research: design and methods, 3rd edn. SAGE Publications, Inc, Thousand Oaks, CA

    Google Scholar 

  • Youngblut C (1998) Educational uses of virtual reality technology. Institute for Defense Analyses, IDA Document D-2128, Retrieved from http://oai.dtic.mil/oai/oai?verb=getRecord&metadataPrefix=html&identifier=ADA339438

Download references

Acknowledgments

The authors of this paper would like to extend a sincere thank you to all the students, parents, and teachers who participated in this study. A special thank you also goes to Tyler whose expertise guided us to a firm understanding of the technical aspects of this research. We would also like to extend an additional thank you to Principal Rex Kozak, and to the Mayo Clinic, for planting the very first seeds of the Virtual Reality Design class in the state of Iowa.

Author information

Authors and Affiliations

  1. Academic and Youth Programs, Museum of Science and Industry, 4801 E. Fowler Avenue, Tampa, FL, 33617, USA

    Teresa M. Morales

  2. School of Education, Iowa State University, Ames, IA, 50011-3192, USA

    EunJin Bang & Thomas Andre

Authors
  1. Teresa M. Morales
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. EunJin Bang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Thomas Andre
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to EunJin Bang.

Appendix

Appendix

See Table 4.

Table 4 A rubric for analyzing student projects and learning
Full size table

Rights and permissions

Reprints and permissions

About this article

Cite this article

Morales, T.M., Bang, E. & Andre, T. A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students. J Sci Educ Technol 22, 791–806 (2013). https://doi.org/10.1007/s10956-012-9431-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-012-9431-7

Keywords

Search

Navigation