Using Two Simulation Tools to Teach Concepts in Introductory Astronomy: a Design-Based Research Approach
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UNLV Theses, Dissertations, Professional Papers, and Capstones 12-1-2017 Using Two Simulation Tools to Teach Concepts in Introductory Astronomy: A Design-Based Research Approach Pamela A. Maher University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Astrophysics and Astronomy Commons, and the Science and Mathematics Education Commons Repository Citation Maher, Pamela A., "Using Two Simulation Tools to Teach Concepts in Introductory Astronomy: A Design- Based Research Approach" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3149. http://dx.doi.org/10.34917/11889720 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. USING TWO SIMULATION TOOLS TO TEACH CONCEPTS IN INTRODUCTORY ASTRONOMY: A DESIGN-BASED RESEARCH APPROACH by Pamela A. Maher Bachelor of Arts in Art Education Oregon State University, Corvallis, Oregon May 1977 Master of Arts in Teaching, Art Education Lewis and Clark College, Portland, Oregon May 1984 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy - Curriculum and Instruction Department of Teaching and Learning College of Education The Graduate College University of Nevada, Las Vegas December 2017 Dissertation Approval The Graduate College The University of Nevada, Las Vegas September 22, 2017 This dissertation prepared by Pamela A. Maher entitled Using Two Simulation Tools to Teach Concepts in Introductory Astronomy: A Design- Based Research Approach is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy - Curriculum and Instruction Department of Teaching and Learning Janelle M. Bailey, Ph.D. Kathryn Hausbeck Korgan, Ph.D. Examination Committee Co-Chair Graduate College Dean Hasan Deniz, Ph.D. Examination Committee Co-Chair P.G. Schrader,Schraeder Ph.D., Ph.D. Examination Committee Member Dale Etheridge,Ethridge, Ph.D. Ed.D. Examination Committee Member Doris Watson, Ph.D. Graduate College Faculty Representative ii ABSTRACT Technology in college classrooms has gone from being an enhancement to the learning experience to being something expected by both instructors and students. This design-based research investigation takes technology one step further, putting the tools used to teach directly in the hands of students. The study examined the affordances and constraints of two simulation tools for use in introductory astronomy courses. The variety of experiences participants had using two tools; a virtual reality headset and fulldome immersive planetarium simulation, to manipulate a lunar surface flyby were identified using a multi-method research approach with N = 67 participants. Participants were recruited from classes of students taking astronomy over one academic year at a two-year college. Participants manipulated a lunar flyby using a virtual reality headset and a motion sensor device in the college fulldome planetarium. Data were collected in the form of two post-treatment questionnaires using Likert-type scales and one small group interview. The small group interview was intended to elicit various experiences participants had using the tools. Responses were analyzed quantitatively for optimal flyby speed and qualitatively for salient themes using data reduction informed by a methodological framework of phenomenography to identify the variety of experiences participants had using the tools. Findings for optimal flyby speed of the Moon based on analysis of data for both the Immersion Questionnaire and the Simulator Sickness Questionnaire done using SPSS software determine that the optimal flyby speed for college students to manipulate the Moon was calculated to be .04 x the radius of the Earth (3,959 miles) or 160 miles per second. A variety of different participant experiences were revealed using MAXQDA software to code positive and negative remarks participants had when engaged in the use of each tool. Both tools offer potential to actively engage students with astronomy content in college lecture and laboratory courses. iii ACKNOWLEDGEMENTS An undertaking of this magnitude is not achieved in isolation. I received help and support along the way from many people. Thank you to Dr. Dale Etheridge who started me on this journey eleven years ago when I began working at the planetarium. I appreciate your patience and encouragement, and for allowing me to explore a topic that was professionally and personally meaningful to me. This dissertation would not be as thorough without the guidance of Dr. Janelle Bailey. Thank you for keeping me on as a doctoral student when your career path took you to Temple University. You taught me to be a careful researcher and guided my steps through those first conference presentations and publications. You showed me the importance of leaving no stone unturned and that when doing research, no detail was too small to investigate. I am very thankful to Dr. Kraig Knapp for his continued support and advice through all of the major milestones in this process and for Dr. Tom Gill and Dr. Harold Nations who were available to listen to my ideas and help me prepare my presentation. Special thanks to Dr. Andrew Kerr and Nick Juliano, they supported my research by sharing the planetarium and by proofreading my dissertation with a critical eye. I want to acknowledge Allan Tucka for his steadfast and consistent help with operation of the VR headset; my research would not have progressed without this assistance. Christa Speights, Coordinator of the Haile Digital Planetarium at Northern Kentucky University generously shared her knowledge and scripts of lunar and planetary flybys with me and allowed me to manipulate her scripts for use in my research; for this I am very grateful. And finally, to the members of my dissertation committee: Dr. Janelle Bailey and Dr. Hasan Deniz the co-chairs of my committee, and Dr. P. G. Schrader, Dr. Doris Watson, and Dr. Dale Etheridge for your continued energy and vision, many thanks for you made this scholarly journey possible. iv DEDICATION For Florence and Helen and In Loving Memory of my Husband Jack Maher (1952-2013) v TABLE OF CONTENTS ABSTRACT…………………………………………….………………………………………....iii TABLE OF CONTENTS……………………………………………………………………….…vi LIST OF TABLES………..……………………………………………….…...…….....................xi LIST OF FIGURES………..…………………………………………….……...…..…................xii CHAPTER 1: INTRODUCTION……………………………………………………………….…1 Two Simulation Tools for Teaching Science……………………..………………………..1 Using the Planetarium as a Simulation Tool…………………………………….…2 Using a Virtual Reality Headset as a Simulation Tool………………………….…9 The Problem Addressed in the Study…………………………………………………..…13 Justification of the Problem as One Worthy of Study…………………...……………..…14 Identification of Gaps and Silences…………………………………………………….....15 Operational Definitions…………………………………………………..…………….…16 Intended Audience for Whom the Study is Directed……………………………………..18 Scope of the Study………………………………………………………………………..19 CHAPTER 2: LITERATURE REVIEW…………………………………………………….…...23 Introduction……………………………………………………………………………….23 Simulations……………………………………………………………………………….24 Planetaria…………………………………………………………………………………30 Virtual Reality and Virtual Reality Headsets…………………………………………….34 Multimedia Learning……………………………………………………………………..37 vi Learner Engagement……………………………………………………………………..38 Purpose and Research Questions………………..………………………………...……..39 CHAPTER 3: METHOD……………………………………………………………………..….41 Introduction………………………………………………………………………………41 Intentional Choice of Multimedia Design Principles…………………………………….41 Design-based Research, the Method Used to Answer Research Question One……....….41 Salient Aspects of Design-based Research…………………………………………….…42 Iteration……………………………………………………………………….…..43 The Feedback Loop………………………………………………………….…...44 Relationship……………………………………………………………...…….…45 Immersion…………………………………………………………………..….…46 Retrospective Analysis as a Stance…………………………………………………….…48 Rationale for Using Design-based Research…………………………………...................48 Phenomenology and Coding as an Approach to Answer Research Question Two……....49 Setting and Participant Selection………………………………………………...…….…51 Design of the Treatments…………………………………………………………….…...56 Data Sources………………………………………………………………………….…..59 Simulator Sickness Questionnaire………………………………………………..60 Immersion Questionnaire………………………………………………………...61 Small Group Interviews………………………………………………………….62 Data Sources Used to Answer Research Question One………………………….65 Data Sources Used to Answer Research Question Two…………………………66 Data Collection………………………………………………………………….……….66 vii Data Analysis…………………………………………………………………………….74 The Researcher’s Role in the Study………..………..…………………………………...78 Study Timeline and Summary………………………………………………….…..…....80 CHAPTER 4: RESULTS…………………………………………………………....…….……..81 Introduction and the Two Research