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SOCIAL AND COGNITIVE EFFECTS OF USING A VIRTUAL REALITY ENVIRONMENT IN A UNIVERSITY ART COURSE

MALTBIE, CATHERINE V.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin974901387

Abstract Details

2000, EdD, University of Cincinnati, Education : Educational Foundations.
Virtual reality environments are beginning to be used in education. These environments provide sensory experiences that are created mathematically by a computer. A person can have experiences in a predetermined environment or can use the computer program to create or change the environment. This study examined the use of a virtual reality environment in a university art course taught by a sculptor. The course introduced the students to emergent technology, Alpha World and 3D network modeling, which enabled students to produce virtual installations. The goal was to have this technology integrated into student's art. This study assessed how the integration of a virtual reality environment into the course affected cognitive and social aspects of the course. This research was an ethnographic study of a particular university art course. There were three main opportunities for data collection: prior to the start of the course, during the course, and after the course ended. Participant observations and open-ended interviews were conducted. The cultural context of art education at a large, public, mid-western university helped frame both the methods used to collect the data and the analysis of this data. The results from this study illustrate the following pedagogy and art education points. A virtual reality environment was used successfully to teach 3D art and showed promise for broader educational applications. A virtual reality environment provided an additional opportunity for interactivity into the educational process. During this course, the students dialoged with Active World builders and students from other Universities around the world. Within a virtual reality environment, students created art that they could not create in real life. In education, virtual reality can allow students to do things they cannot do in real life. A virtual reality environment provided opportunities for art study, for design and modeling problem solving, and for the creative production of objects and environments.The success of this course was limited by a lack of hardware, software and technical support. For successful use of educational technology, the systems must be set up and functioning prior to the beginning of the scheduled instructional time.
Dr. Daniel Wheeler (Advisor)
1 p.
Education, Technology
virtual reality; art education; higher education; educational psychology; sociology of psychology

Recommended Citations

Citations

  • MALTBIE, C. V. (2000). SOCIAL AND COGNITIVE EFFECTS OF USING A VIRTUAL REALITY ENVIRONMENT IN A UNIVERSITY ART COURSE [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974901387

    APA Style (7th edition)

  • MALTBIE, CATHERINE. SOCIAL AND COGNITIVE EFFECTS OF USING A VIRTUAL REALITY ENVIRONMENT IN A UNIVERSITY ART COURSE. 2000. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin974901387.

    MLA Style (8th edition)

  • MALTBIE, CATHERINE. "SOCIAL AND COGNITIVE EFFECTS OF USING A VIRTUAL REALITY ENVIRONMENT IN A UNIVERSITY ART COURSE." Doctoral dissertation, University of Cincinnati, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974901387

    Chicago Manual of Style (17th edition)

ucin974901387
© 2000, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.
Release 3.2.12