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dc.contributor.authorCooper, Grant
dc.contributor.authorThong, Li Ping
dc.date.accessioned2022-06-15T22:09:46Z
dc.date.available2022-06-15T22:09:46Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/20.500.11937/88752
dc.description.abstract

With the advancement of immersive virtual reality (VR) there are various possibilities with the introduction of these technologies. Preparing students to effectively navigate, contribute to, and participate in virtual environments appears to be an important set of stem-related competencies in the future. This chapter describes the VR Education Model (VEM), describing elements of this technology and its possible application in the classroom. One factor in student underachievement in stem subjects may be a heavy reliance upon textual representations at the expense of more visuo spatial representations. Therefore, the use of VR may be particularly beneficial when representing and learning about stem-related concepts. The authors envisage a number of scenarios that include but are not limited to the possibilities described in this chapter. The implementation of VR is discussed in terms of a broader stem vision that meets the unique needs and priorities of each school.

dc.publisherBrill
dc.titleImplementing Virtual Reality in the Classroom: Envisaging Possibilities in STEM Education
dc.typeBook Chapter
dcterms.source.startPage61
dcterms.source.endPage73
dcterms.source.titleSTEM Education: An Emerging Field of Inquiry
dcterms.source.isbn978-90-04-39141-3
dcterms.source.chapter4
dc.date.updated2022-06-15T22:09:46Z
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Humanities
curtin.contributor.orcidCooper, Grant [0000-0003-3890-0947]
curtin.contributor.scopusauthoridCooper, Grant [55328948600]


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