Prisms, a novel immersive learning platform to increase proficiency on bottleneck topics in secondary STEM

Prisms，一种新颖的沉浸式学习平台，可提高中学 STEM 瓶颈主题的熟练程度

• 批准号: 10252740
• 负责人: Anurupa Ganguly
• 金额: $ 24.68万
• 依托单位: PRISMS OF REALITY INC.
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-05 至 2022-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10252740
• 关键词: 3-Dimensional; Achievement; Address; Algebra; Area; Awareness; Cataract; Data; Data Analytics; Data Collection; Decision Making; Development; Drops; Education; Educational Curriculum; Educational process of instructing; Ensure; Environmental Policy; Evaluation; Feedback; Fostering; Future; Geometry; Goals; Graph; Growth; Health; Health Policy; Healthcare; Immersion; Individual; Instruction; Intervention; Learning; Learning Module; Machine Learning; Mathematics; Measures; Medical; Mission; Modeling; Motivation; Other Genetics; Outcome; Ozone; Pain; Performance; Phase; Policies; Problem Solving; Protocols documentation; Public Health; Public Policy; Quantitative Reasoning; Regulation; Research; Risk; STEM field; Scientific Inquiry; Self-Direction; Skin Cancer; Structure; Students; System; Testing; Thinking; Time; Ultraviolet Rays; Visualization; algebraic concepts; base; climate change; cloud based; constructivism; cost effective; dashboard; design; experience; flexibility; high school; improved; individualized feedback; innovation; insight; iterative design; learning outcome; mathematical model; mathematical sciences; mathematical theory; multimodal data; novel; pedagogy; personalized learning; skills; sound; student participation; teacher; technique development; tool; trigonometry; virtual; virtual reality; virtual reality environment

Project Summary/ Abstract Prisms of Reality seeks to develop and assess the impact and feasibility of an immersive virtual reality (IVR) learning platform that targets high-leverage pain points in the secondary math and science curriculum to support a more diverse and well-equipped healthcare workforce. Our platform engages students in self-directed scientific inquiry using compelling real world contexts that develop empirical decision-making skills with regards to key issues in public health. In Phase I, we will design an IVR learning module for high school Algebra that emphasizes how mathematical modeling of ultraviolet rays using trigonometric functions can be applied to reason quantitatively about the risks posed by ozone depletion, which led to the 1987 Montreal Protocol. In the face of ever changing climate change regulations, our module will ensure students are capable of flexibly applying quantitative models in support of policies that advance public health outcomes while improving proficiency on math and science skills that preclude so many from continuing their education in STEM, specifically in the medical fields. There is evidence that IVR increases motivation and engagement, but applications in learning that empirically improve student outcomes have proven to be elusive. Therefore, the development of a pedagogical framework in IVR that leads to enduring understanding and increased achievement will be ground-breaking for STEM teaching and learning. Our platform employs constructivist, gamified narratives that foster “hands on” student discovery and 3D sense-making of natural phenomena and mathematical models tied to public health issues. Through holistic data collection and analytics, our teacher-facing learning management system will track each student’s conceptual progress and provide individualized feedback. If successful, Prisms’ platform will not only transform the student experience and achievement, but will provide a model of how progressive pedagogical practices can be actualized through IVR to yield meaningful student outcomes. To develop the platform, in Phase I Prisms will a) design a robust game-based pedagogical framework that harnesses innovative features unique to VR to cultivate deep conceptual flexibility and abstract reasoning skills based on authentic real world problems; b) explore effective VR functionalities, experience design, and development techniques for high quality implementation using the cost-effective Oculus Quest; c) implement a teacher-facing learning management system that will provide teachers data-driven insights about student learning in order to support individualized feedback and intervention; and d) evaluate productive user experience & empirically measure our platform’s impact on learning outcomes in authentic classroom settings.

项目摘要/摘要 现实的棱镜旨在发展和评估身临其境虚拟现实的影响和可行性 （IVR）针对二级数学和科学中高杠杆疼痛点的学习平台 课程支持潜水员和设备齐全的医疗保健员工。我们的平台参与 使用引人入胜的现实世界环境进行自我指导的科学探究的学生 关于公共卫生关键问题的决策技巧。在第一阶段，我们将设计一个IVR 高中代数的学习模块，该模块强调了紫外线的数学建模如何 可以使用三角功能来定量理解臭氧所定位的风险 耗尽，导致了1987年蒙特利尔方案。面对不断变化的气候变化 法规，我们的模块将确保学生能够灵活地应用定量模型 支持推进公共卫生成果的政策，同时提高数学和科学的熟练程度 许多人阻止了许多人继续在STEM中进行教育，特别是在医学领域。 有证据表明，IVR增加了动力和参与，但是在学习中的应用， 从经验上改善学生的结果已被证明是弹性的。因此，发展 IVR中的教学框架会导致持久的理解和成就的提高 STEM教学的开创性。我们的平台员工建构主义者，Gamiifiend 促进“动手”学生发现和3D自然现象的3D感知的叙述和 与公共卫生问题相关的数学模型。通过整体数据收集和分析，我们的 面向教师的学习管理系统将跟踪每个学生的概念进步并提供 个性化的反馈。如果成功，Prisms的平台不仅会改变学生的体验 和成就，但将提供一个模型，说明如何实现渐进的教学实践 通过IVR产生有意义的学生成果。 为了开发平台，在第一阶段的棱镜将a）设计一个基于游戏的强大教学框架 利用VR独有的创新功能来培养深厚的概念灵活性和抽象 基于真实现实世界问题的推理技能； b）探索有效的VR功能， 经验设计和开发技术，用于使用成本效益的高质量实施 Oculus Quest; c）实施面向教师的学习管理系统，该系统将为教师提供 有关学生学习的数据驱动见解，以支持个性化的反馈和干预； d）评估生产性用户体验并从经验上衡量我们平台对学习的影响 真正的课堂设置中的结果。