Virtual reality learning environments: potentials and challenges
ACM SIGGRAPH Computer Graphics
Water on tap: the use of virtual reality as an educational tool
Water on tap: the use of virtual reality as an educational tool
The effect of using a home computer on students' educational use of IT
Computers & Education
Students‘ Attitudes Towards Educational Virtual Environments
Education and Information Technologies
ScienceSpace: virtual realities for learning complex and abstract scientific concepts
VRAIS '96 Proceedings of the 1996 Virtual Reality Annual International Symposium (VRAIS 96)
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Virtual Reality-Induced Symptoms and Effects (VRISE)
Presence: Teleoperators and Virtual Environments
A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning
Presence: Teleoperators and Virtual Environments
The Educational Value of an Information-Rich Virtual Environment
Presence: Teleoperators and Virtual Environments
Key lessons for the design and integration of virtual environments in secondary science
Computers & Education
Virtual environments for social skills training: the importance of scaffolding in practice
Proceedings of the fifth international ACM conference on Assistive technologies
Learning with virtual reality: its effects on students with different learning styles
Transactions on edutainment IV
Educational virtual environments: A ten-year review of empirical research (1999-2009)
Computers & Education
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Research at the University of Nottingham has been carried out to investigate the potential of Virtual Reality (VR) for teaching secondary school science. This paper describes the evaluation of VR to teach radioactivity at secondary school level. Evaluation was carried out in a local school and compared directly to the traditional teaching methods currently used in the school to teach radioactivity. Computer experience, computer attitudes, general attitudes and knowledge gained were measured to allow comparisons to be drawn. Individual differences of gender, ability and home computer use were also looked at in relation to the above measures. Results indicated that both ability level and the order in which the conditions were completed significantly affected the attitude scores. High ability students reported higher attitude scores, both overall and for the VR class in particular. As a result of the evaluation study, the Virtual Laboratory has been heavily modified and further evaluation studies were then carried out.