Abstract
This study explores the application and effectiveness of integrating Virtual Reality (VR) technology with the Predict-Observe-Explain-Compare (POEC) instructional strategy in teaching environmental pollution themes. An empirical investigation was conducted among fourth-grade students at a primary school in southern Taiwan, employing a VR teaching environment to facilitate interactive learning and deepen students’ understanding of environmental pollution issues. The research methodology encompassed learning achievement tests, surveys on learning interest and motivation, technology acceptance scales, and satisfaction questionnaires, complemented by student interviews to garner comprehensive feedback on the learning experience. The results indicated that although the improvement in learning achievement scores was not statistically significant, students exhibited high interest, motivation, and satisfaction towards the learning approach combining VR with the POEC strategy. They believed this pedagogical method effectively enhanced learning efficiency and depth of understanding.
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Acknowledgment
This work is partially supported by the National Science and Technology Council of Taiwan under grants MOST 112-2410-H-020-006- and MOST 111-2410-H-017-001-MY3. It has also received support from the Higher Education Sprout Project at the National Pingtung University of Science and Technology.
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Cheng, BY., Lin, CC., Shih, RC., Lu, MH. (2024). Applying the POEC Teaching Strategy to Virtual Reality Teaching Activities: A Case Study. In: Cheng, YP., Pedaste, M., Bardone, E., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2024. Lecture Notes in Computer Science, vol 14786. Springer, Cham. https://doi.org/10.1007/978-3-031-65884-6_9
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