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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Changing Physics Instruction by Synergizing Vygotskian Educational Theory and Virtual Reality
Author(s): Robert Vanderburg, Gemma Mann, Michael Cowling
Citation: Robert Vanderburg, Gemma Mann, Michael Cowling, (2021) "Changing Physics Instruction by Synergizing Vygotskian Educational Theory and Virtual Reality," Journal of Higher Education Theory and Practice, Vol. 21, ss. 6, pp. 92-98
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Mixing Virtual Reality (VR) with Physics instruction is becoming more prevalent; however, many applications take a Piagetian learning approach, instructing first in a traditional way and then immersing students in VR without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in VR. It uses electromagnetism as a case study, along with a design-based research (DBR) research design paired with a Pedagogy Before Technology (PBT) approach to evaluate both usability and learning for the intervention. The result is a concrete experimental and research design proposing that a more effective VR environment would use the Vygotskian ideals of socialization and constructivism to encourage interaction between students during the scaffolded instruction period.
