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dc.contributor.authorUngu, Dewi Ayu Kencana
dc.contributor.supervisorMihye Wonen_US
dc.contributor.supervisorDavid Treagusten_US
dc.contributor.supervisorMauro Mocerinoen_US
dc.date.accessioned2024-05-15T06:45:01Z
dc.date.available2024-05-15T06:45:01Z
dc.date.issued2024en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11937/95036
dc.description.abstract

This study aims to understand how students utilise and perceive collaborative immersive virtual reality (iVR) to learn chemistry concepts, compared to magnetic models. Multimodal cross-case analysis revealed that undergraduate students appreciated learning complex spatial arrangements of molecules in iVR, but the extent of learning and engagement varied depending on prior knowledge and group composition. Evaluating the dynamics of students’ learning experiences can elucidate the unique educational benefits of iVR, revealing nuances that conventional evaluation overlooked.

en_US
dc.publisherCurtin Universityen_US
dc.titleEvaluation of Students’ Chemistry Learning and Experiences in Collaborative Immersive Virtual Realityen_US
dc.typeThesisen_US
dcterms.educationLevelPhDen_US
curtin.departmentSchool of Educationen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US
curtin.contributor.orcidUngu, Dewi Ayu Kencana [0000-0002-1890-6017]en_US


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