Salvato in:
| Autori principali: | , , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2022
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ1372527 |
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Sommario:
- Open Educational eXtended Reality (OEXR): Why Now? Frazee, James Guarcello, Maureen Hauze, Sean Woodbury, David Open Educational Resources Computer Simulation Distance Education Program Implementation Electronic Libraries Learning Motivation Science Laboratories Anatomy Simulated Environment College Students Academic Achievement Development of Open Educational eXtended Reality (OEXR) resources was driven by a need to provide anatomy models for faculty and students for whom access to formaldehyde-preserved specimens was challenging or impossible due to medical conditions, pregnancy, and other factors that limited access to the lab and the lessons. The OEXR virtual assets were developed using a process called photogrammetry and were made freely available to students and faculty. The rapid transition to remote instruction in March 2020 increased adoption and utilization of these resources dramatically. This study investigates the implementation of the OEXR library in an anatomy lab setting in Spring 2020, relative to the impact on student motivation to learn, as well as knowledge retention and performance. The experimental research design included measures of OEXR efficacy, student motivation to learn, and user experiences within a lab setting. Student responses indicated that experimental group members were more engaged but less confident in their mastery of the material, which was ultimately contrasted by their overall performance. The results provide an adequate alternative to physical lab resources, which presents an opportunity to leverage OEXR virtual models to supplement physical lab specimens in cases where access is limited or impossible.