Please use this identifier to cite or link to this item:
Full metadata record
|dc.contributor.author||Lin, M. C.||en_US|
|dc.contributor.author||Tutwiler, M. S.||en_US|
|dc.contributor.author||Chang, C. Y.||en_US|
|dc.description.abstract||This study investigated the relationship between the use of a three-dimensional Virtual Reality Learning Environment for Field Trip (3DVLE(ft)) system and the achievement levels of senior high school earth science students. The 3DVLE(ft) system was presented in two separate formats: Teacher Demonstrated Based and Student Co-navigated Based. The results from the pre- and post-intervention assessments, along with the demographic and affective data, were used to fit a series of multiple regression models to explore the relationship between achievement, attitude, and learning environment preference. Pre-intervention test score, virtual learning environment preference and use, the degree to which students found the system helpful, and gender were all significantly related to post-intervention test score variability, as was the interaction between gender and prior use of virtual environments.||en_US|
|dc.publisher||Taylor & Francis (Routledge)||en_US|
|dc.relation||Learning, Media and Technology, 36(4), 399-417.||en_US|
|dc.subject.other||virtual learning environments (VLEs)||en_US|
|dc.title||Exploring the relationship between virtual learning environment preference, use, and learning outcomes in 10th grade earth science students||en_US|
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.