Inferences on enacted understanding: using immersive technologies to assess intuitive physical science knowledge
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 16 July 2021
Issue publication date: 9 August 2021
Abstract
Purpose
This study aims to advance the proposal to use immersive virtual learning environments to stimulate and reveal deep-seated knowledge about science, giving instructors and researchers unique possibilities for assessing and identifying intuitive physical science knowledge. Aside from the ability to present rich and dynamic stimuli, these environments afford bodily enactment of people’s understanding, which draws less from declarative knowledge stores and more from everyday experiences with the physical world.
Design/methodology/approach
The authors ground their proposal in a critical review of the impact of stimulus and task characteristics of traditional physics inventories. Using a grounded theory approach, the authors present classifications and interpretations of observed bodily enactments of physics understandings in a study where participants enacted their understanding of force and motion of space in an immersive, interactive mixed reality (MR) environment.
Findings
The authors find that instances of these action categories can be interpreted as relating to underlying knowledge, often identified by other studies. The authors thus replicate a number of prior findings, which provide evidence to establish validation for using MR simulation as a tool for identifying people’s physical intuitions.
Research limitations/implications
This study targeted only a few specific physical science scenarios. Further, while a number of key insights about student knowledge came from the analysis, many of the observations are mere leads in need of further investigation and interpretation rather than core findings.
Originality/value
Immersive digital learning environments are primarily used for instruction. The authors propose to use and design them for assessment as well. This paper should prompt more research and development in this direction.
Keywords
Acknowledgements
Funding for the MEteor project was provided by the National Science Foundation (DRL-1114621). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding institutions. We would also like to thank the entire MEteor team, especially J. Michael Moshell, Eileen Smith, and Charles Hughes.
Citation
Tscholl, M., Morphew, J. and Lindgren, R. (2021), "Inferences on enacted understanding: using immersive technologies to assess intuitive physical science knowledge", Information and Learning Sciences, Vol. 122 No. 7/8, pp. 503-524. https://doi.org/10.1108/ILS-12-2020-0260
Publisher
:Emerald Publishing Limited
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