IDENTITY Individualized Learning Enhanced b y Virtual Reality

1. IDENTITYIndividualized Learning Enhanced by Virtual Reality Educational Report Ilmenau, August 28-29, 2008

2. Educational Report as output of IDENTITY - description • The report presents the results of the action-research analysis concerning the EILE impact on the learning process, obtained by comparing the performances of students that are using the proposed environment (experimental group) with the performances of students using traditional learning (control group). • The report will contain data on academic progress registered and the motivation / attitudes of the students which use the new learning environment, including gender differences and students profiles. • The report includes Educational activities on certain subjects, teachers’ notes and additional material developed by the participating institutions for implementation the system in the regular educational activity. • The report is to be used by teachers and project participants in order to take full advantage of what the proposed system has to offer for their students. (Identity project p. 32) Ilmenau, August 28-29, 2008

3. Formal characteristics of ER • Language: DE, EN, FI, IT, PT, RO, SK and SE • Volume: minimum 40 pages • Support: paper, pdf format published on the project web page • Target group: Project Advisory Group, project primary group, project secondary target group • Quantity: 80 = 10 copies X 8 languages. • Producers: P1, P3, P4, P6, P8 and P9, coordinators P3 & P9 • To be used by the project team, educational researchers, pedagogical experts and teachers for improving educational activities. (Identity project p. 32) Ilmenau, August 28-29, 2008

4. Outlines 1. Introduction 2. Pedagogical approach 3. Tools for e-Learning developed in IDENTITY project 4. Conclusions of the study about students‘ e-learning needs (2007) 5. The pedagogical experimental study (2008) 6. Educational activities 7. References Ilmenau, August 28-29, 2008

5. Pedagogical approach 1. The project valorizes the postulates of the constructivist and socio-cultural theories 2. Two innovative tools have been proposed as support for students: - The Enhanced Individualized Learning Environment (EILE) - VR-Learning Resources Centre (VR-LRC) Ilmenau, August 28-29, 2008

6. Advantages of remote laboratories and of European networks • The creation of RLab&VR makes possible: - to visualize abstract concepts; - to observe events without any time, space, or security restrictions; - to practice algorithms and to improve manual coordination; - to reduce the gap between theory and practice. • The RLab&VR - enhances the learning motivation; - brings students closer to the real problems of work; - helps the students to understand difficult problems and complex situations. • European networks capitalize a rich experience andresources, and offer them to their members. Ilmenau, August 28-29, 2008

7. Conclusions of the study about students‘ e-learning needs (2007) • There are numerous similarities among contries concerning the students’ expectations and preferences for e-learning. • There are statistically significant differences, which should be taken into account when enhancing learning efficiency and actors’ satisfaction. • The conclusionsare significant for the investigated sample, but they cannot be generalized to all the population. Ilmenau, August 28-29, 2008

8. The kernel of the IDENTITY project • The experimental study – 2008, Spring semester - participation of all academic partners which work with students. • The action-research concerns the EILE impact on the learning process. • Effects have been evaluated by comparing : - The levels of students’ expectations and satisfactions concerning RLab. &VR learning. - The data on the motivation / attitudes of the students which use the new learning environment. - The groups (i.e. gender) • We must compare too: - the grades of students that are using the EILE (experimental group) with the grades of students using traditional learning (control group). Ilmenau, August 28-29, 2008

9. Sample Ilmenau, August 28-29, 2008

10. Tools • Learning Motivation Questionnaire: • self-efficacy, • controllability, • engagement, • value of learning • Expectations Questionnaire: • results/outcomes; • content factor; • setting factor; • human relations; • technical conditions. • Satisfaction Questionnaire conceived on the same dimensions as above Ilmenau, August 28-29, 2008

11. Motivation for the e-learning Ilmenau, August 28-29, 2008

12. The average scores for e-learning (RLab&VR)motivation Ilmenau, August 28-29, 2008

13. Differences regarding the expectations Ilmenau, August 28-29, 2008

14. Satisfaction with e-learning (RLab&VR) Ilmenau, August 28-29, 2008

15. Satisfaction with e-learning Ilmenau, August 28-29, 2008

16. Expectations versus satisfaction Ilmenau, August 28-29, 2008

17. Conclusions (1) • The level of expectations was higher than the level of satisfaction. The differences may be due to the subjective nature of both, not to objective differences. • The doubtless proofs of the value of e-learning environment are ultimately the learning results. • The differences in terms of learning results will be processed in the next weeks. Ilmenau, August 28-29, 2008

18. Conclusions(2) • There are no significant gender differences because the sample size. Ilmenau, August 28-29, 2008

19. Educational activities • The learning scenario (individual or in group) – the main actor is the student • The training scenarioin which the actors are the teacher/ tutor and the student(s). Ilmenau, August 28-29, 2008

20. Example analysis Cheking of H Examples The inducement of the law Statement of H Statement of the law Application in new situations Tutor Student The discovery of a law - individual scenario Ilmenau, August 28-29, 2008

21. Student n Student 1 The discovery of a law - group scenario Tutor Forum Web mail The discovery of a law - individual scenario Other Student Forum Intermediary products in the inductive discovery of a newlaw Ilmenau, August 28-29, 2008