A multi-user virtual environment for building and assessing higher order inquiry skills in science

Diane Jass Ketelhut, Brian Nelson, Jody Clarke, Chris Dede

Research output: Contribution to journalArticle

127 Scopus citations

Abstract

This study investigated novel pedagogies for helping teachers infuse inquiry into a standards-based science curriculum. Using a multi-user virtual environment (MUVE) as a pedagogical vehicle, teams of middle-school students collaboratively solved problems around disease in a virtual town called River City. The students interacted with 'avatars' of other students, digital artefacts and computer-based 'agents' acting as mentors and colleagues in a virtual community of practice set during the time period when bacteria were just being discovered. This paper describes the results from three implementations of the River City virtual environment in 2004-05 with approximately 2000 students from geographically diverse urban areas. The results indicated that students were able to conduct inquiry in virtual worlds and were motivated by that process. However, the results from the assessments varied depending on the assessment strategy employed.

Original languageEnglish (US)
Pages (from-to)56-68
Number of pages13
JournalBritish Journal of Educational Technology
Volume41
Issue number1
DOIs
StatePublished - Jan 1 2010

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'A multi-user virtual environment for building and assessing higher order inquiry skills in science'. Together they form a unique fingerprint.

  • Cite this