Exploring the Use of Individualized, Reflective Guidance in an Educational Multi-User Virtual Environment

Brian C. Nelson

Journal of Science Education and Technology Vol. 16, No. 1 (February 2007) pp. 83–97

This study examines the patterns of use and potential impact of individualized, reflective guidance in an educational Multi-User Virtual Environment (MUVE). A guidance system embedded within a MUVE-based scientific inquiry curriculum was implemented ...

Managing Cognitive Load in Educational Multi-User Virtual Environments: Reflection on Design Practice

Brian C. Nelson; Benjamin E. Erlandson

Educational Technology Research and Development Vol. 56, No. 5 (December 2008) pp. 619–641

In this paper, we explore how the application of multimedia design principles may inform the development of educational multi-user virtual environments (MUVEs). We look at design principles that have been shown to help learners manage cognitive load ...

Exploring Embedded Guidance and Self-Efficacy in Educational Multi-User Virtual Environments

Brian C. Nelson; Diane Jass Ketelhut

International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 4 (December 2008) pp. 413–427

In this paper, we present the results of an exploratory study into the relationship between student self-efficacy and guidance use in a Multi-User Virtual Environment (MUVE) science curriculum project. We describe findings from a sample of middle...

Scientific Inquiry in Educational Multi-User Virtual Environments

Brian C. Nelson; Diane Jass Ketelhut

Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 265–283

In this paper, we present a review of research into the problems of implementing authentic scientific inquiry curricula in schools and the emerging use of educational Multi-User Virtual Environments (MUVEs) to support interactive scientific inquiry...

Designing for Real-World Scientific Inquiry in Virtual Environments

Diane Jass Ketelhut; Brian C. Nelson

Educational Research Vol. 52, No. 2 (June 2010) pp. 151–167

Background: Most policy doctrines promote the use of scientific inquiry in the K-12 classroom, but good inquiry is hard to implement, particularly for schools with fiscal and safety constraints and for teachers struggling with understanding how to...

Visual Signaling in a High-Search Virtual World-Based Assessment: A SAVE Science Design Study

Brian C. Nelson; Younsu Kim; Kent Slack

Technology, Knowledge and Learning Vol. 21, No. 2 (2016) pp. 211–224

Education policy in the United States centers K-12 assessment efforts primarily on standardized tests. However, such tests may not provide an accurate and reliable representation of what students understand about the complexity of science. Research...

Middle School Children Participation in an Immersive Virtual Game Environment, Presence, and Piaget's Stages of Development

Catherine C Schifter; Diane Jass Ketelhut; Brian C Nelson

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2230–2237

In this paper we explore definitions of presence put forth over the last 20 years, and how these apply to middle school students. These students were engaged in an immersive virtual environment (SAVE Science) designed to assess their knowledge and...

Presence and Middle School Students' Participation in a Virtual Game Environment to Assess Science Inquiry

Catherine C. Schifter; Diane Jass Ketelhut; Brian C. Nelson

Educational Technology & Society Vol. 15, No. 1 (2012) pp. 53–63

Technology offers many opportunities for educators to support teaching, learning and assessment. This paper introduces a project to design and implement a virtual environment (SAVE Science) intended to assess (not teach) middle school students'...

Collaboration Modality, Cognitive Load, and Science Inquiry Learning in Virtual Inquiry Environments

Benjamin E. Erlandson; Brian C. Nelson; Wilhelmina C. Savenye

Educational Technology Research and Development Vol. 58, No. 6 (December 2010) pp. 693–710

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of...

Digital Games and the US National Research Council's Science Proficiency Goals

Mario Martinez-Garza; Douglas B. Clark; Brian C. Nelson

Studies in Science Education Vol. 49, No. 2 (2013) pp. 170–208

This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these ...

A multi‐user virtual environment for building and assessing higher order inquiry skills in science

Diane Jass Ketelhut; Brian C. Nelson; Jody Clarke; Chris Dede

British Journal of Educational Technology Vol. 41, No. 1 (January 2010) pp. 56–68

This study investigated novel pedagogies for helping teachers infuse inquiry into a standards‐based science curriculum. Using a multi‐user virtual environment (MUVE) as a pedagogical vehicle, teams of middle‐school students collaboratively solved...

Effects of Visual Cues and Self-Explanation Prompts: Empirical Evidence in a Multimedia Environment

Lijia Lin; Robert K. Atkinson; Wilhelmina C. Savenye; Brian C. Nelson

Interactive Learning Environments Vol. 24, No. 4 (2016) pp. 799–813

The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a...

Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States

Douglas B. Clark; Brian C. Nelson; Hsin-Yi Chang; Mario Martinez-Garza; Kent Slack; Cynthia M. D’Angelo

Computers & Education Vol. 57, No. 3 (November 2011) pp. 2178–2195

This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test...

Language: English