Presentation of peer-review article regarding Pedagogical foundations in Virtual Reality aoolications
Little is known about how the student centered VR and AR educational application pedagogies incorporate various strategies for diverse thinking skills. Lacking a clear understanding of the pedagogies means that educators are missing an opportunity to access the full power of the new VR and AR applications for learning (Fowler, 2015) and missing the potential of an educational innovation (Hadjileontiadou, Dias, Diniz, & Hadjileontiadis, 2015).
Abstract: New virtual reality (VR) applications for education appear frequently but rarely contain explicit pedagogies. Educational leaders need the pedagogies to support teaching and learning strategies and optimize student learning. A theoretical model (Kebritchi & Hirumi, 2008) aided in analyzing visual and text based content and distinguishing unstated pedagogies in VR applications. The research question was: What principles and practices of pedagogy are evident but not articulated in selected VR applications for education? A total of 35 VR applications met the selection criteri