Title: The Potential of PjBL in a VR Class
Author Name: Morales, T.M., Bang, E. & Andre, T.
Selected Case (Published 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
- Introduction
Project-based learning (PjBL) is the process of students applying knowledge by actively engaging in real-world problems and challenges. To do this, project-based learning emphasizes a student-centered, inquiry-based learning approach, rather than the traditional lecture-based instruction. In a PjBL environment, students are encouraged to work collaboratively to create a product that fully demonstrates their understanding. PjBL also must include real-world relevance, meaning it reflects authentic learning experiences. As students work through their project, they engage in inquiry and investigation in order to develop a deeper understanding of the topic, enhancing and expanding their prior knowledge. Throughout the process, students should engage in reflective activities in order to assess their learning process and progress towards completing their goals. (Reiser, R. A., & Dempsey, J. V.)
Much of PjBL is built on constructivism, a theory that suggests learning is built through interactions and experiences within the real world. The learner creates their own understanding through hands-on learning and problem solving. Similar to PjBL, constructivist methods focus on a student-centered environment in which teachers serve as guides or facilitators rather than lecturers. In order to be successful with constructivist methods, students must take an active role in their learning (Amineh, R. J., & Asl, H. D.).
This case is also built on interpretivism, which suggests that knowledge is established by human perception. As students take in experiences, with social and cultural contexts in mind, they are able to formulate new ideas and understandings about the world around them. Interpretivism assumes that reality is subjective, meaning each individual will have a different interpretation of view on the world. This is similar to PjBL in that there are multiple outcomes and solutions to problems (Alharahsheh, H.H., & Pius, A.).
- Overview of the Case
This case is assessing the integration of new technology, virtual reality (VR) in the classroom. Students are learning independently how to program a VR machine and produce educational applications of VR technology in the classroom. The case takes place in an isolated classroom in the Midwest (Iowa) with donated technology, the ImmersaDesk VR Machine. The goals are to document the nature of learning activities in the class, as well as describe the student learning that occurred through project-based learning. Each goal was assessed through student interaction, collaboration, knowledge and understanding, as well as problem-solving skills. This particular case was unique in that it provided zero teacher interference, as there was only an observer – the principal – in the room to monitor student behavior. Students who failed to demonstrate appropriate behavior were removed from the class, leading to an increased independence of students and the success of the examination of effective education. Each student was expected to produce two VR productions during each nine-week quarter in order to successfully demonstrate accumulation of knowledge (Morales, T.M., Bang, E. & Andre, T.).
- Solutions Implemented
The students in this case were presented with an open and flexible room arrangement, with different stations for them to work. They have various reference materials, such as textbooks and manuals to use throughout their studies. Students were also provided computers with downloaded Blender technology to create their projects, in which they would transfer the data to be run through the projector to create their 3D VR products. In order to maintain student efficiency, the principal maintained guidance of behaviors and productivity. Students were not given any direct instruction, and were encouraged to use trial-and error to find success. This setup was critical to fostering a student-centered and inquiry based learning environment.
The project-based learning method was enforced through authentic learning and social collaboration. Authentic learning is shown through the set-up of the room, in which students must experiment with VR technology to produce results. Their learning was not limited to the classroom, as they had unlimited access to internet resources and online communities. Through technology, students were able to develop models that would aid not only in their knowledge of the software, but also assist in other academic areas. The classroom also maintained that failure was never considered unacceptable. Students were reassured that failure is a normal and important part of the creative process.
Collaboration amongst the students was critical for success. Due to the lack of teacher guidance in the case study, students had to rely on themselves and each other more than ever. Students who are gaining knowledge and progressing through their projects more quickly may serve as peer mentors to students who may be struggling with the content. Student interaction can also lead to an increase in creativity. Students were encouraged to play, discuss, and use manipulatives in order to foster inspiration for their projects (Morales, T.M., Bang, E. & Andre, T.).
- Outcomes
The study relied on five data sources to determine overall outcomes of the case. The first data source is video recordings of the design course, which allows researchers to evaluate the processes behind student learning. Students selected for the focus group completed individual observations. Three of the thirty four students were classified as having experience with VR technology, and each completed formal interviews with a range of questions about the course. Each student project was reviewed and assessed. Lastly, teachers and parents completed online surveys of the course and outcomes. The online survey included videos of student projects in order to gauge effectiveness of the student learning. Parents and teachers were also asked to comment on the social dynamics of the class, particularly since there was no teacher present in the room.
To simplify analyzing data, researchers identified five main incident groups: play, peer mentoring, collaboration, problem solving, and computer language. Academic content was identified in four categories: science, math, computer language, and other. Academic content could be coded as multiple categories. Each student project was assessed using a rubric that evaluated creativity, academic content, technical skills, and 21st century skills.
In regards to goal 1 “what were the students’ social interactions in this class, and how did they influence project development, student learning, and behavior”, a variety of social interactions were recorded. There were three main themes observed: play, peer mentoring, global collaboration and social media. Play was critical to the student’s project development as it inspired creativity and motivation. Peer mentoring was often observed between students of various knowledge levels as they collaborate and experiment to learn the content. Global collaboration and social media can be seen when the students use internet resources to gain knowledge about the content. For instance, a student looking up how to do something on youtube and actively contributing to online forums.
The second goal focuses on highlighting “what academic content knowledge, understanding, and problem solving skills were demonstrated in the student projects?”. Over 53% of observed incidents involved academic content. Students were able to create visual representations of their prior knowledge and clarify academic content through their 3D presentations. One student in particular created a VR project that focused on content he was struggling with grasping in geometry. As he created and analyzed his project, he was able to develop a deeper understanding of the mathematical content. Students also used their 3D representations to determine potential solutions and consequences of different real-world outcomes.
From the surveys conducted, both teachers and parents agreed that the course led to multiple areas of growth in the students, particularly in maturity, leadership, responsibility, public speaking, and creativity. While there were a few responses that were concerned about the unstructured nature of the course, most were able to see an overall benefit to the different aspects of the PjBL. Also, many reported wanting to see the technology incorporated into other classrooms as a supplemental tool for instruction (Morales, T.M., Bang, E. & Andre, T.).
- Implications
Project-based learning is focused on the driving force behind student inquiry. Through PjBL students are able to make connections and develop their knowledge through the active application of skills. Due to the student-centered nature, students are able to develop responsibility, leadership, and decision making skills that can aid them in the real world (Thomas JW). This student-centered nature allows for a sense of community in which learners are increasing collaboration skills and a shared communal knowledge. General skill development can be reliant on social collaboration and positive interactions amongst peers working towards a shared goal (Johnsen, M.M.W., Sjølie, E. & Johansen, V.).
One future implication of this case study is the integration of VR in the classroom. VR models of varying contexts were designed to aid in student learning during this case study. As technology expands, we can further explore how VR technology can simulate an entire classroom experience. E-learning can be completely transformed through VR classrooms and various forms of content delivery by allowing students to actively engage in learning while still addressing their social needs (Monahan T, McArdle G, Bertolotto M). With the increase in e-learning, VR can provide a dynamic and equitable landing ground for learners of all standings to engage in content. Students are able to engage in content in a variety of ways between general access to resources and simulations and games. Students are also able to express themselves in a VR setting with avatars, allowing the online space to remain diverse and individual (Boulos, M.N.K., Hetherington, L. and Wheeler, S.) Furthermore, we are able to continue the discussion by analyzing the effects of VR on gaming and how we can incorporate both into an educational context. Specifically, this addresses the gaming principles of play, challenge, curiosity, and control and their implications on learning environments. We can see these principles represented in the above case study as a key foundation to encouraging PjBL. Maintaining student engagement through play can be a key motivator to success (Barab, S., Thomas, M., Dodge, T. et al.). VR is critical to increasing student success and engagement due to the ability to interact with materials we cannot in the real world. With access to unlimited resources in a virtual reality, students are able to work through the creation, development, and understanding that contribute to the direct success of PjBL (Dede C, Salzman M, Loftin RB, Ash K).
References
Alharahsheh, H.H., & Pius, A. (2020). A Review of key paradigms: positivism VS interpretivism. https://gajrc.com/media/articles/GAJHSS_23_39-43_VMGJbOK.pdf
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social sciences, literature and languages, 1(1), 9-16. Available online at jssll.blue-ap.org
Boulos, M.N.K., Hetherington, L. and Wheeler, S. (2007), Second Life: an overview of the potential of 3-D virtual worlds in medical and health education. Health Information & Libraries Journal, 24: 233-245. https://doi.org/10.1111/j.1471-1842.2007.00733.x
Barab, S., Thomas, M., Dodge, T. et al. Making learning fun: Quest Atlantis, a game without guns. ETR&D 53, 86–107 (2005). https://doi.org/10.1007/BF02504859
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 https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=be7e7e78d8e02687b4b549130f9183960893de3d
Johnsen, M.M.W., Sjølie, E. & Johansen, V. Learning to Collaborate in a Project-based Graduate Course: A Multilevel Study of Student Outcomes. Res High Educ (2023). https://doi.org/10.1007/s11162-023-09754-7
Monahan T, McArdle G, Bertolotto M (2008) Virtual reality for collaborative e-learning. Comput Educ 50:1339–1353 https://doi.org/10.1016/j.compedu.2006.12.008
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
Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in instructional design and technology (Fourth edition). Pearson Education. https://plus.pearson.com/
Thomas JW (2000) A review of research on project-based learning (Online). Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf