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ABSTRACT HITE, REBECCA LYN. Perceptions ABSTRACT HITE, REBECCA LYN. Perceptions of Virtual Presence in 3-D, Haptic-Enabled, Virtual Reality Science Instruction. (Under the direction of M. Gail Jones). Virtual presence describes the degree of immersion and control a user perceives while immersed in a virtual environment. This dissertation work examined the relationships between cognitive development and adolescents perceptions’ of virtual presence using 3-D, haptic- enabled (HE) virtual reality (VR) science instruction. Presence is the psychological perception of being (involved and immersed) in a virtual environment despite being physically situated in reality. Four factors comprise presence: control, sensory engagement, distraction, and realism. A mixed-methods design was used to examine virtual presence, cognitive development and learning gains with seventy-five 6th and seventy-six 9th grade students who participated in a learning module about cardiac anatomy and physiology using a 3-D, HE VR technology system. Prior to instruction, participants completed a pre-assessment on cardiac anatomy and physiology and an assessment of Piagetian development. Upon completion of the learning experience, a presence survey and post- assessment were completed. Data were analyzed by comparing 6th and 9th grade groups, evaluating pre and post assessment scores, correlating Piagetian subject areas to the four factors comprising presence and levels of student questioning on cardiac form and function. Analyses showed there were significant gains for both groups on tests of cardiac knowledge. Although presence was not significantly different between grade levels, 6th grade students’ cognitive development in spatial rotation and angular geometry was positively correlated with perceived control and negatively correlated to distraction. Students’ prior knowledge played a considerable role in learning, correlations were found in all five Piagetian task categories and pre-test scores for 9th grade students. Ninth grade students, as compared to 6th grade students, may have had prior academic experiences learning about the heart. Results suggest that cardiac anatomy and physiology may be a more developmentally appropriate and motivating learning activity for 9th grade students. This study offers important insight into the best application of 3-D HE VR technologies for use in the K-12 science classroom. © Copyright 2016 by Rebecca Lyn Hite All Rights Reserved Perceptions of Virtual Presence in 3-D, Haptic-Enabled, Virtual Reality Science Instruction by Rebecca Lyn Hite A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Science Education Raleigh, North Carolina 2016 APPROVED BY: _____________________________ _____________________________ Dr. M. Gail Jones Dr. Eric Wiebe Committee Chair _____________________________ _____________________________ Dr. Kathy Trundle Dr. Joseph Tracy ii DEDICATION For Rosie Burnham Miller. iii BIOGRAPHY Rebecca Hite earned her bachelors in Biology, Geography and Masters in secondary science education degrees from the University of North Carolina at Chapel Hill. She has taught high school science and geography for 13 years in the public schools of North Carolina. During her tenure teaching, she received her National Board Certification, was awarded a Kenan Fellowship at North Carolina State University, served as American Physiological Society teacher-researcher at the University of North Carolina’s McAllister Heart Institute and served as a Congressional Albert Einstein Distinguished Educator Fellow in Washington, D.C. iv ACKNOWLEDGEMENTS This research was generously supported by several partners, sponsors, and individuals who require mention and thanks. First, is the zSpace® company and its director of education and product experience, Elizabeth Lytle. She provided invaluable technical assistance and essential hardware support (loaned machines) throughout the duration of the project. In addition, I would like to recognize the William and Ida Friday Institute for Educational Innovation and the College of Education at North Carolina State University for investing critical resources into this project by providing research space and securing the zSpace® technology. I am confident these assets will prove useful in future research studies and outreach with local students and schools. Also, I would like to say thank you to Dr. Gina Childers, the director of research and development at North Carolina New Schools / Breakthrough Learning. Through our partnership, we were able to provide novel 3-D HE VR technology experiences to under-resourced students in rural North Carolina. Last and not certainly least, I wish to express my most humble and deepest gratitude to my mentor and P.I., Dr. Gail Jones, whose vision saw the zSpace® project from its inception to fruition. She was my source of academic fortitude and strength, providing support and encouragement while teaching perseverance and resilience, throughout the dissertation process. In addition, I would to express my appreciation to the graduate students who played essential roles in the data collection process, Megan Ennes, Katherine Chesnutt, Mariana Pereyra, Emily Cayton, Whitney Richardson, Rebecca Stanley, and Katie Green. Without this team of talented educators, I would have not been able to execute such a large scale research project. I would be remiss if I did not acknowledge and thank the collaborating teachers and student participants who gave freely of their time and attention to this research. v Graduate students, like scientific endeavor and research itself, stand on the shoulders of giants. During my tenure as a doctoral student at North Carolina State University, I have had the privilege of learning under the tutelage of premier professors who helped me harness and hone the craft of scholarly research. I would like to thank Dr. Gail Jones, Dr. Eric Wiebe, Dr. Meg Blanchard, Dr. Hollylynne Lee, Dr. Lance Fusarelli, Dr. Meghan Manfra, Dr. Andrew McEachin, Dr. John Nietfeld, Dr. Roger Azevedo, and the late Dr. Jimmy Scherrer for introducing me to a whole new world of intellectual discourse on education as well as communicating its importance to its practioners and the public. I would also like to thank my fellow graduate students who, each in their own unique way, challenged me or influenced my study of STEM education, Alonzo Alexander, Kemal Akoglu, Osman Aksit, Courtney Behrle, Katherine Chesnutt, Emily Cayton, Gina Childers, Elysa Corin, Tasha Elliott, Megan Ennes, T. Fulya Eyupoglu, Katie Green, Stephanie Grady, Kathleen Gray, Kristie Gutierrez, Sarah Luginbuhl, Jeff Milbourne, Lindsay Patterson, Mariana Pereya, Whitney Richardson, James Sanders, Rebecca Stanley, Kylie Swanson, Mona Tauber, Sam Wheeler, and Jared Williams. In addition to my graduate school colleagues, I would also like to thank my family, friends, former co-workers, and professional organizations that cheered me on throughout this doctoral journey. I am truly thankful to the many teachers and mentors, past and present, which have helped me on my path of personal and professional growth. In conclusion, I wish to express my appreciation to the members who served on my dissertation committee, Dr. Kathy Trundle, Dr. Eric Wiebe, Dr. Jess Jur, Dr. Joe Tracy, and chair, Dr. Gail Jones. I am grateful for their feedback and advice that was instrumental in the culmination of a successful dissertation study. vi TABLE OF CONTENTS Page LIST OF TABLES……………………………………………………….…………..……...……ix LIST OF FIGURES...……………………………………………………………………......….xiii CHAPTER 1: Three Dimensional, Haptic-Enabled, Virtual Reality Science Instruction Introduction and Background………………………………………………………….….1 Statement of the Problem……………………………………..…….…………………….2 Significance of the Study………………...……………………………………………….8 Research Questions…………………………………………...…….…………………….9 CHAPTER 2: Theoretical Background Review of the Related Literature………………………………….…….……………….11 Presence and Immersion…………………………...…………………………….11 Hardware of 3-D HE VR Technology…………………………………………...12 Review of Literature Related to the Problem…………………………………...……….14 Stages of Cognitive Development………………………………………….……14 Cognitive Development and the Prefrontal Cortex………………………...……15 Contextual Factors Influencing Presence…………………………………...…...16 Affordances of 3-D HE VR Technology for Science Teaching………...……....20 vii TABLE OF CONTENTS Page CHAPTER 3: Methodology Research Design………………………………………………………….………………23 Participants………………………………………….……………………………………23 Equipment………………………….……….……………………………………………24 Instruction/Treatment/Intervention………………………………………………………25 Assessments and Data Analysis …………...….……………….……………………......29 Limitations of the Study…………………………….………….……………………......35 CHAPTER 4: Results…………………………………..…………………………………….....37 CHAPTER 5: Discussion and Conclusion Discussion of Results…………………………….....…………………………………....69 Cognitive Development and Perceptions of Presence…………………...………70 Open Ended Questioning and Cognitive Processes in 3-D HE VR Science Instruction………………………………………………………………………..72 Importance of Immersion and Presence in 3-D HE VR Science Instruction……............................................................................................….….74 viii TABLE OF CONTENTS Page Conclusion…………...…………………………….....…………………………......…...75 Best Practices in using 3-D HE VR technologies in 6-12 Science Instruction….79 Recommendations for Future Research…………………………………..……...81 REFERENCES……………………………………………………….………………….……....83
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