Virtual Learning Environment Preference, Perception of Helpfulness, and Achievement in Taiwanese Earth Science Students

Abstract

Using 3D simulation software, 82 tenth grade senior high school students in central Taiwan took a virtual field trip to the Hsiaoyukeng Walking Area at Yangmingshan National Park in Taiwan. 40 of the students watched a teacher guide them through the environment, and 42 students explored the environment in teams of 4. Pre and post intervention content knowledge was assessed, as were affective traits. Based on pilot studies, the assessments results were used to fit a linear multiple regression model. We found that 90% of the students thought that the intervention was helpful and that 87% preferred the student team-based treatment. In addition, we found that the type of treatment the pre-test score, type of treatment preferred, and degree to which the student found the intervention helpful were all statistically significant predictors of post-test variability.