Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/42466
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dc.contributor國立臺灣師範大學科學教育研究所zh_tw
dc.contributor.authorLin, M. C.en_US
dc.contributor.authorTutwiler, M. S.en_US
dc.contributor.authorChang, C. Y.en_US
dc.date.accessioned2014-12-02T06:41:53Z-
dc.date.available2014-12-02T06:41:53Z-
dc.date.issued2011-01-01zh_TW
dc.identifierntnulib_tp_C0701_01_075zh_TW
dc.identifier.issn1743-9884zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/42466-
dc.description.abstractThis 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.description.urihttp://www.tandfonline.com/doi/pdf/10.1080/17439884.2011.629660zh_TW
dc.languageen_USzh_TW
dc.publisherTaylor & Francis (Routledge)en_US
dc.relationLearning, Media and Technology, 36(4), 399-417.en_US
dc.relation.urihttp://dx.doi.org/10.1080/17439884.2011.629660zh_TW
dc.subject.othervirtual learning environments (VLEs)en_US
dc.subject.othervirtual realityen_US
dc.titleExploring the relationship between virtual learning environment preference, use, and learning outcomes in 10th grade earth science studentsen_US
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