Creating a Learning Object

Blog Post #6 From a VR Proposal to a Reusable Learning Object

My Module 7 proposal explored the potential of VR and AR to support science learning through short investigations, virtual field trips, or digital models. One of these activities could include students testing one variable at a time and then sharing their findings with a partner. The learning object from this idea is “Virtual Science Investigation: Test One Variable.” This activity converts my VR idea into an accessible, repeatable activity that students can complete on a computer or Chromebook.

Learning objective

This learning object is meant to help the student understand that changing one variable can affect another outcome. By the end of the activity, the student should be able to identify the variable being changed, predict an outcome, observe the results, and explain the relationship using evidence. This learning object was designed to focus on testing one variable at a time, rather than just watching a simulation. The student is to interpret the results and share what they have learned.

Content and interaction

This activity uses plant growth as a simple science investigation. Students first predict what will happen when a plant receives low, medium, or high amounts of sunlight. They then move a slider on the sunlight level and click “Run Investigation.” The learning object displays a visual result of plant growth based on the selected sun level. Students use the result to complete a scientific explanation of how sunlight affected plant growth.

Through this interaction, the students become participants, not just viewers. They predict, change a condition, observe the outcome, and explain the evidence. At the end of the activity, ask the students to explain why they thought only changing one variable would make a fair test. This reinforces the investigation process and ties the activity back to the original idea.

Design choices and research

The design was informed by Hamilton et al. (2021), who reviewed 29 experimental studies on immersive VR in education and found benefits for many, but there was a lack of retention assessment. This led me to design my research study around a written explanation and reflection, not just interaction as evidence of learning. Students must show they understand after they have completed the investigation.

The design also responds to Lui et al. (2023), who discussed the theory-based learning design using immersive VR in science education. They highlighted the need for purposeful instructional design, reflection and managing cognitive demands. Thus, this learning object uses short instructions, one investigation at a time, and a clear order from prediction to explanation. This helps the student focus on the scientific relationship, not on technology.

Accessibility, reuse, and access

The learning object can be completed using a keyboard and no VR headset. For students who cannot use the full VR experience, it is possible to create the learning object in two dimensions. The proposed version of this proposal includes non-VR options so all students can participate in the same learning goal.

The activity can be reused because the teacher can change the variable, context, or question. For example, it could explore water, temperature, fertilizer, or another condition of science. It runs in a web browser and can be shared via a blog, learning management system, or classroom link with other devices. Its value is not in the technology, but in the process of repeatable learning: predict, investigate, observe, explain, and reflect.

Access the interactive learning object here: content://downloads/all_downloads/9543

 

 

References

Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8, 1–32. https://doi.org/10.1007/s40692-020-00169-2

Lui, A. L. C., Not, C., & Wong, G. K. W. (2023). Theory-based learning design with immersive virtual reality in science education: A systematic review. Journal of Science Education and Technology, 32, 390–432. https://doi.org/10.1007/s10956-023-10035-2