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dc.contributor.authorLin, M. C.en_US
dc.contributor.authorTutwiler, M. S.en_US
dc.contributor.authorChang, C. Y.en_US
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.publisherTaylor & Francis (Routledge)en_US
dc.relationLearning, Media and Technology, 36(4), 399-417.en_US
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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