ICube Technology to Enhance Learning in the Content Area for Teacher Candidates

Noran Adel AbdelRahma EmaraQatar University

Qatarnemara@qu.edu.qa

Nancy Jane AllenQatar University

Qatarnancya@qu.edu.qa

Abstract: State of Qatar is engaged in a systemic education reform that includes integrating the latest and most effective technologies for teaching and learning. This study explores methods of using high-immersion virtual reality technology (specifically, ICube) to support the learning of teacher candidates in mathematics and science concentrations. The Technology Enhanced Learning (TEL) ICube Project is a pilot to engage faculty members in developing ways to use ICube to enrich the education of teacher candidates especially those who may be struggling in the content areas and provide a road map for integration to teacher candidates who will integrate ICube in their micro-teaching This paper presents proposed processes for the analysis and designing stage and presents the challenges faced during the development stage. It offers suggestions for cases where integrating ICube applications are appropriate.

IntroductionThe use of desktop virtual reality (VR) technologies in education is not new, having been explored since at least the mid-1990’s (Allen, Christal, Perrot, Wilson, Grote, & Earley, 1999) Numerous studies have document the ways and extent to which it may be effective (Mikropoulos & Natsis, 2011). Less well established is how and why to use high-immersion VR in education contexts. This study focuses on a project designed to use high-immersion VR (specifically ICube) to enhance the quality of learning for pre-service teacher candidates, to improve the learning environment with more emphasis on high-impact practices and the integration of technology in the delivery of academic programs, to help at-risk students to utilize robust technologies to support the teaching and learning, and to engage faculty in designing technology-enhanced curriculum for teacher education. This paper examines the challenges and results of that project.

Theoretical Framework and Previous StudiesThe theoretical framework for this paper rests on two key principles. The first is the assertion, well supported by research, that teachers’ content knowledge is a important factor in children’s learning (Darling-Hammond, 2000 & 2006; Darling-Hammond, Holtzman, Gaitlin, Heilig, 2005; Heck, 2009; Konstantopoulos & Chung, 2011; Nye, Konstantopoulos, & Hedges 2004); thus we hold that it is the responsibility of teacher training institutes to ensure that teacher candidates do have the content knowledge needed to support student achievement. The second principle emerges from constructivist learning theory (Kim, 2005; Lock & Strong, 2010). According to constructivism, the more opportunities a learner has to experience, manipulate, and apply a concept, the more likely the learner is to understand and retain it. Desmeulles et al. (2006), suggested that VR allows the user to extract himself from the physical reality, in order to experience a virtual change in time, place, and/or type of interaction: interaction with an environment simulating reality or interacting with an imaginary or symbolic world. This study is based on the hypothesis that this “other world” provides another avenue through which learners can experience, manipulate, and apply a concept, and thus may increase achievement.

The use of VR has shown positive effects in educational contexts, especially in the sciences (Mikropoulos & Natsis, 2011), According to Piovesan, Passerino and Pereira (2012), VR can be used to make the learning more interesting and fun with the purpose of improving motivation and attention and decreasing costs when using the objective and the real environment no matter how expensive the simulation is. VR is characterized by three basic ideas:

immersion, interaction, and involvement (Piovesan, Passerino and Pereira, 2012). Research has shown that VR has the potential to have positive effects on concept attainment, self-efficacy, and sense of presence (Slater, 2003), and thus may contribute to learner success through several support mechanisms.

ICube Technology in EducationICube is a PC based multi-sided high-immersive environment in which participants become surrounded by virtual images and sound. Icube has different configurations. The Icube used in the project is a VR solution with four walls, as shown in Figure 1, and represents a significant, innovative milestone in high-end visualization systems development. Exxon-Mobil provided the Icube to the college, and it is realistic to expect PreK-12 schools in this country to have access to Icube in the near future. The challenge to the college is to identify effective ways to use the ICube in teacher education, both to enrich the candidates’ knowledge and skills and to help them understand how to use such technologies effectively in the PreK-12 environment.

Figure 1. Project use of ICube in biology application.

Problem StatementThe current study focuses on the use of ICube to support teacher candidates in the content courses. Biology 101 is subject required for pre-service math and science teachers. It is the first introductory course for biology majors and minors and includes important biological concepts, such as biochemistry, cell structure and function, photosynthesis, cellular respiration, cellular reproduction, genetics, and biotechnology. The results for students in Biology 101 in spring 2014 reveal that 34% of students failed the course and 31% obtained a grade of D (Figure 2). Only 22% of the students scored at or above satisfactory level (C). Biology 101 represents a significant challenge for teacher candidates, especially because it is taught in English, which is the second language for most students. The objective of the project is to overcome the challenges and help at-risk students who are struggling in this course by engaging them in experiencing these biology concepts using Icube VR technology. A second objective is to provide faculty members a framework in analysis and design stages of ICube applications.

A B+ B C+ C D+ D F0%5%

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Figure 2. Student grades in Biology 101 in spring 2014.

Suggested Framework

In the following section, processes for the analysis and design stages are suggested depending on ADDIE model (Figure 3). An extensive filtration process should be considered when choosing the topic that is suitable for ICube integration as ICube is not appropriate for every instructional objective. Priority of integrating ICube in teaching should be considered when no substitution is possible in the real context. This is because cost and time constrains that are needed to develop ICube application.

Analysis Stage

Figure 3. Analysis Stages for ICube Integration

During the first stage, the faculty member has to become familiar with ICube technology and cases where ICube is appropriate to be integrated in teaching. Figures 4 and 5 present examples in which ICube applications can be used, as there is no substitution in the real context.

1- Learning about objects, living organisms that are dangerous (as in teaching about wild animals or about volcanoes, etc.).

Figure 4. Dolphins ICube Application Figure 5. Volcano ICube application

2- Learning about places that are impossible to reach, such as taking social study teacher candidates on a tour of the solar system, taking biology teacher candidates on a tour inside the human eye, or taking social study teacher candidates on a tour of an the ancient era (Figures 6 & 7).

Identify ICube ApplicationsIdentify of Difficult Topics from both Stuedents and

instructor prespective

Filter Difficult topics that is appropriate to be presented

by ICube Application

Figure 6. Solar System ICube application Figure 7. Human Eye ICube application

3- Learning about different places where traveling is expensive or time consuming and exploring the site area (such as taking a virtual tour of museums, cultural places, historical places).

4- Learning about experiments or having simulations that could be dangerous for educators if done in real life.

The second stage is to consider the specific topics that are difficult to explain to students in the real context t. During this stage it is important to take into consideration the difficulty from both the instructor perspective and the student perspective. To understand the difficulty from the student perspective, a survey has been completed for Biology 101 students to rank the difficulty of the Biology 101 topics. In the survey, a list of the biology topics are given and the student is asked to rate each topic as very difficult, difficult or not difficult (Figure 8). The results show that all topics are considered difficult to CED students, which ensure the urgent need of involving other educational technology tools to facilitate these topics. Nine different topics were rated 90% and above at difficult/very difficult levels. The same topics have been rated as difficult to teach, from the instructor perspective, in terms of 2D diagrams, especially when the instruction language is different from the students’ native language.

Topic 1

Topic 2

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Figure 8. Survey results for difficulty level of topics in Biology 101 from students’ perspectives

The third stage (Figure 9) is to filter the difficult topics to the topics that will be suitable to ICube applications as not all topics could be presented in terms of VR. Topic number (7) was chosen, which is a tour in a cell. It received a 93% level of difficulty. This topic has been chosen to be presented by ICube (VR) because it satisfies the two features, which is difficulty for students and appropriate to ICube technology.

Design Stage

Figure 9. Design Stage processes for ICube Integration In the design stage, educators (whether faculty members or teacher candidates) need to consider each of the following: the virtual scene that the students will be immersed in virtually. In the case of Biology 101, the virtual scene will be the biology lab. Then the virtual object to be investigated, which will be in this case is the human cell, should be considered. The next decision is the degree of immersion; i.e., how many layers and the level of detail. After this, the text and audio need to be aligned with the object. At this point, language difficulties may be easily solved by having audio explanation in both languages, English and Arabic. Whenever the user reaches each part of the human cell, self-explanation appears. The mode of learning also needs to be selected, either the presenting mode, exploring mode or quiz mode. The ICube application could be used in an explaining lesson or in the exploring mode to let students explore certain environment or objects and identify its features through interactivity. It also could be used as quiz in the form of asking students place different parts of cell in its correct position.

Challenges and DiscussionAfter design stage is the development stage, which is more related to VR experts or the developer team who will convert the designed lesson into 3D ICube application. Then a demo of the developed application is presented to the educators for testing. The educators give comments, suggestions, and modifications required. The process then repeats between the development and demo stages until a final version is reached.

The following are several challenges for this stage:

1- Time constraints: It takes time for developers to convert the design into a complex 3D immersive environment, especially because after development and during demo presentation the educators test to see if the result is what is required or not. In this stage, the instructors may require more design details that were not mentioned before. This is because they are not familiar with VR features and they cannot imagine how the completed application will look like. This may result in increasing the development stage and the cycling between demo and development stages.

2- Financial constraints: This is one of the main challenges for ICube applications. As ICube is full immersive VR, it requires high quality graphics and complex coding.

3- Reluctance to using new technology: Many educators can be reluctant to use new technology, especially Icube, which is operated by four different PCs, projectors, and controllers. There is always a fear that errors may happen or that there will be inability to deal with technological errors that happens during using the application.

A suggestion to minimize time and financial challenges is to choose an intermediate technological expert within the college to convert the educator’s design into 3D virtual design in a desktop application to give the educators the opportunity to decide exactly if this designed application demo will attain all their requirements. When the educators are satisfied with this demo, it can be given to the development experts to convert it into an ICube application. This helps to reduce the time required for the design stage, allows for the development of more applications in a shorter time, and obviously saves money. After the development stage is completed, the educators that will integrate the ICube into teaching should receive training on how to use the application (Figure 10). This will encourage the educators and increase their confidence in using the new technology.

The virtual scene

The virtual objects

Degree of immersion

Integrated Text, sound

Mode of Learning

Figure 10. Enhanced ADDIE Framework for ICube Integration

Significance of the StudyThis study will contribute to the knowledge base about the appropriate cases of integrating ICube in teaching, as ICube should be used to satisfy specific instructional objectives. It provides the educators processes in the analysis and design for integrating ICube in teacher education to facilitate teaching complex concepts. Also as a guide to the teacher candidates who are involved in micro-teaching and from their objectives to integrate ICube technology in teaching. It also provides a solution to minimize the main disadvantage of ICube applications, which is time and money consuming for the development stages. This study may be of particular benefit to teacher education programs in which there is linguistic diversity or linguistic differences between instructors and students.

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Analysis

Design

Desktop PreDevelopment

Development

Implementation

Evaluation