Changing Physics Instruction by Synergizing Vygotskian Educational Theory and Virtual Reality

Authors

  • Robert Vanderburg CQUniversity Australia
  • Gemma Mann CQUniversity Australia
  • Michael Cowling CQUniversity Australia

DOI:

https://doi.org/10.33423/jhetp.v21i6.4378

Keywords:

higher education, physics education, Vygotsky, social constructionism, virtual reality, technology enhanced learning

Abstract

Mixing Virtual Reality (VR) with Physics instruction is becoming more prevalent; however, many applications take a Piagetian learning approach, instructing first in a traditional way and then immersing students in VR without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in VR. It uses electromagnetism as a case study, along with a design-based research (DBR) research design paired with a Pedagogy Before Technology (PBT) approach to evaluate both usability and learning for the intervention. The result is a concrete experimental and research design proposing that a more effective VR environment would use the Vygotskian ideals of socialization and constructivism to encourage interaction between students during the scaffolded instruction period.

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Published

2021-07-30

How to Cite

Vanderburg, R., Mann, G. ., & Cowling, M. . (2021). Changing Physics Instruction by Synergizing Vygotskian Educational Theory and Virtual Reality. Journal of Higher Education Theory and Practice, 21(6). https://doi.org/10.33423/jhetp.v21i6.4378

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Section

Articles