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dc.contributor.authorMatovu, Henry
dc.contributor.authorWon, Mihye
dc.contributor.authorHernandez-Alvarado, Ricardo Bruno
dc.contributor.authorUngu, Dewi Ayu Kencana
dc.contributor.authorTreagust, David
dc.contributor.authorTsai, C.C.
dc.contributor.authorMocerino, Mauro
dc.contributor.authorTasker, R.
dc.date.accessioned2024-04-09T05:36:59Z
dc.date.available2024-04-09T05:36:59Z
dc.date.issued2024
dc.identifier.citationMatovu, H. and Won, M. and Hernandez-Alvarado, R.B. and Ungu, D.A.K. and Treagust, D.F. and Tsai, C.C. and Mocerino, M. et al. 2024. The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality. Journal of Science Education and Technology.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/94728
dc.identifier.doi10.1007/s10956-024-10103-1
dc.description.abstract

This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning.

dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP180100143
dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP190100160
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleThe Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality
dc.typeJournal Article
dcterms.source.issn1059-0145
dcterms.source.titleJournal of Science Education and Technology
dc.date.updated2024-04-09T05:36:58Z
curtin.departmentSchool of Education
curtin.departmentSchool of Molecular and Life Sciences (MLS)
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.facultyFaculty of Science and Engineering
curtin.contributor.orcidMocerino, Mauro [0000-0001-9514-7846]
curtin.contributor.orcidWon, Mihye [0000-0001-8771-7626]
curtin.contributor.orcidTreagust, David [0000-0001-5340-0970]
curtin.contributor.orcidMatovu, Henry [0000-0003-0503-5416]
curtin.contributor.orcidHernandez-Alvarado, Ricardo Bruno [0000-0001-6176-9639]
curtin.contributor.orcidUngu, Dewi Ayu Kencana [0000-0002-1890-6017]
curtin.contributor.researcheridMocerino, Mauro [B-2793-2011]
dcterms.source.eissn1573-1839
curtin.contributor.scopusauthoridMocerino, Mauro [6603180005]
curtin.contributor.scopusauthoridWon, Mihye [55661375900]
curtin.contributor.scopusauthoridTreagust, David [7004595538]
curtin.repositoryagreementV3


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