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Perceived Effectiveness of Science Inquiry in the 3D Virtual World
1
College of Computer and Information Science, Southwest University, Chongqing, CHINA
2
School of Economics and Finance, Xi’an Jiaotong University, Xi An, Shaan Xi, CHINA
3
Office of Educational Administration, Chongqing Normal University, Chongqing, CHINA
Online publication date: 2017-08-23
Publication date: 2017-08-23
EURASIA J. Math., Sci Tech. Ed 2017;13(8):5871-5881
KEYWORDS
inquiry-based learning3D virtual worldperceived effectivenessperceived experienceperceived knowledge gain
ABSTRACT
Many researchers claim that inquiry-based learning offers proper solutions to engage students in the 3D virtual world (3DVW), while little literature has reported how to conduct inquiry-based learning and to what extent it influences learning in this world. This study investigates the perceived effectiveness when students exhibit in the inquiry-based learning compared with the standard learning in the 3DVW. Forty-eight students voluntarily participate in the experiment. Half of them learn in the inquiry-based environment, and the other half learn in the standard environment. The effectiveness is measured by the perceived experience and perceived knowledge gains. The data is analyzed by combining the quantitative with qualitative approaches. The results show students who exhibit in the inquiry-based environment perceive more effectiveness than those who don’t. Also, the reasons why students perceive in the way are obtained. This study indicates the inquiry-based learning conducted in the 3DVW can effectively enhance learning.
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