Nearpod VR Influence on Science Engagement and Content Retention among Elementary and Middle School Students
Date
2020-02
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Abstract
The implementation of Virtual Reality (VR) in the K-12 classroom has been a growing trend as low-cost displays and access to handheld mobile technologies have increased. Though the use of immersive technologies such as the virtual world Second Life has been researched with the perspective of science inquiry, few studies have investigated less immersive applications such as Nearpod VR for science instruction. This article reports findings of engagement among elementary and middle school students in a bilingual dominated classroom participating in an interactive, synced Nearpod VR physics lesson using the context of bumper cars in an amusement park. Drawing from Borba & Villarreal's theoretical framework of Humans-with-Media, this study investigates the influence of VR technology on students' conceptualizations of mass, force, and motion. Additionally, science teacher perceptions of Nearpod VR as a low-cost pedagogical tool with prepared lessons and data-capturing capability will be explored.
Description
Poster Division: Education and Human Ecology: 3rd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
Keywords
Science Education, Nearpod, Virtual Reality, bilingual, pedagogical tool, technology