In this paper, we present an Edutainment (education plus entertainment) secondary school setting based on the construction of artifacts and manipulation of virtual contents (images, sound, and music) connected to Chaos. This interactive learning environment also foresees the use of a virtual theatre, by which students can manipulate 3D contents (parameterized models of expressive faces called “Talking Heads”), in order to realize a computer performance on the explanation of Chaos concepts. After an entry assessment of subjects’ information on Chaos, 30 high school students aged between 16 and 18 have manipulated real and virtual objects related to Chua’s circuit. Then they have written a script on Chaos topic, manipulated the Talking Heads for the realization of a virtual theatre performance, and filled a Chaos knowledge questionnaire and a motivation test. The control group (30 students) has attended traditional lessons on Chaos, and compiled the same tests. Results enhance the great potentiality of the realized setting for science education and motivation. In particular, very positive results in learning, as well as an increase of motivation linked to interest/enjoyment and competence, have been demonstrated.

In this paper, we present an Edutainment (education plus entertainment) secondary school setting based on the construction of artifacts and manipulation of virtual contents (images, sound, and music) connected to Chaos. This interactive learning environment also foresees the use of a virtual theatre, by which students can manipulate 3D contents (parameterized models of expressive faces called “Talking Heads”), in order to realize a computer performance on the explanation of Chaos concepts. After an entry assessment of subjects' information on Chaos, 30 high school students aged between 16 and 18 have manipulated real and virtual objects related to Chua's circuit. Then they have written a script on Chaos topic, manipulated the Talking Heads for the realization of a virtual theatre performance, and filled a Chaos knowledge questionnaire and a motivation test. The control group (30 students) has attended traditional lessons on Chaos, and compiled the same tests. Results enhance the great potentiality of the realized setting for science education and motivation. In particular, very positive results in learning, as well as an increase of motivation linked to interest/enjoyment and competence, have been demonstrated. ⺠In this paper, we present a learning setting for secondary school students. ⺠It is based on the manipulation of artifacts and virtual contents connected to Chaos. ⺠A knowledge and a motivation questionnaire have been administered to two groups. ⺠Results confirm the great potentiality of the proposed setting for science education.

Motivating the learning of science topics in secondary school: A constructivist edutainment setting for studying Chaos

BILOTTA, Eleonora;PANTANO, Pietro Salvatore;
2012

Abstract

In this paper, we present an Edutainment (education plus entertainment) secondary school setting based on the construction of artifacts and manipulation of virtual contents (images, sound, and music) connected to Chaos. This interactive learning environment also foresees the use of a virtual theatre, by which students can manipulate 3D contents (parameterized models of expressive faces called “Talking Heads”), in order to realize a computer performance on the explanation of Chaos concepts. After an entry assessment of subjects' information on Chaos, 30 high school students aged between 16 and 18 have manipulated real and virtual objects related to Chua's circuit. Then they have written a script on Chaos topic, manipulated the Talking Heads for the realization of a virtual theatre performance, and filled a Chaos knowledge questionnaire and a motivation test. The control group (30 students) has attended traditional lessons on Chaos, and compiled the same tests. Results enhance the great potentiality of the realized setting for science education and motivation. In particular, very positive results in learning, as well as an increase of motivation linked to interest/enjoyment and competence, have been demonstrated. ⺠In this paper, we present a learning setting for secondary school students. ⺠It is based on the manipulation of artifacts and virtual contents connected to Chaos. ⺠A knowledge and a motivation questionnaire have been administered to two groups. ⺠Results confirm the great potentiality of the proposed setting for science education.
In this paper, we present an Edutainment (education plus entertainment) secondary school setting based on the construction of artifacts and manipulation of virtual contents (images, sound, and music) connected to Chaos. This interactive learning environment also foresees the use of a virtual theatre, by which students can manipulate 3D contents (parameterized models of expressive faces called “Talking Heads”), in order to realize a computer performance on the explanation of Chaos concepts. After an entry assessment of subjects’ information on Chaos, 30 high school students aged between 16 and 18 have manipulated real and virtual objects related to Chua’s circuit. Then they have written a script on Chaos topic, manipulated the Talking Heads for the realization of a virtual theatre performance, and filled a Chaos knowledge questionnaire and a motivation test. The control group (30 students) has attended traditional lessons on Chaos, and compiled the same tests. Results enhance the great potentiality of the realized setting for science education and motivation. In particular, very positive results in learning, as well as an increase of motivation linked to interest/enjoyment and competence, have been demonstrated.
Interactive learning environments; Secondary education; Teaching/learning strategies
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11770/143469
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 41
  • ???jsp.display-item.citation.isi??? 33
social impact