Astronomy Learning in Immersive Virtual Environments (And Learning For Informal Audiences)

Astronomy Learning in Immersive
Virtual Environments
∗
(and Learning for Informal Audiences)
Ka Chun Yu
Curator of Space Science
Denver Museum of Nature & Science
2001 Colorado Blvd.
Denver, CO 80205
GRC 2007: Creating Effective Visual Presentations for Museum

Audiences and Informal Learning
∗
Also K. Sahami, L. Sessions, G. Denn, J. Dove, V. Alten, S. Culpepper, D.
Howey
(DMNS) 1/1
Quick Summary
Constructivism
Astronomy learning
Virtual environments
Immersive VEs (digital planetariums)
Tying it all together
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Introduction: A Mental Model Example
Shape of the Earth (K–5)

From Nussbaum 1985, Baxter 1989, Vosniadou 1991, Sneider et al. 1998
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Constructivism
Theories of Education
Positivism: science is absolute knowledge

independent of humans
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Constructivism

Science knowledge absolute, logical
(DMNS) 4/1
Constructivism

Science education should be logical and structured
(DMNS) 4/1
Constructivism

Transmissive lectures
(DMNS) 4/1
Constructivism

Students are tabula rasa
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Constructivism

Constructivism:
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Constructivism

Constructivism:
Prior knowledge of learners
(DMNS) 4/1
Constructivism

Constructivism:
Prior experience of learners
(DMNS) 4/1
Constructivism

Constructivism:
Science knowledge is constructed
(DMNS) 4/1
Constructivism

Constructivism:
Learning is an ongoing adaptive process
(DMNS) 4/1
Constructivism

Constructivism:
Learning is an ongoing adaptive process
Learner is actively engaged, not passive
(DMNS) 4/1
Constructivism
Constructivist Learning
From Taylor 2000
Meaningful learning preferred over rote learning
(DMNS) 5/1
Constructivism
From Taylor 2000

Students have prior science knowledge (schemas)
(DMNS) 5/1
Constructivism
From Taylor 2000

Pupils learn actively
(DMNS) 5/1
Constructivism
From Taylor 2000

New information is assimilated or accommodated
(DMNS) 5/1
Constructivism
From Taylor 2000

Students need to be dissatisfied about their non-scientific ideas
before assimilating or accommodating accepted ideas
(DMNS) 5/1
Constructivism
From Taylor 2000

Ideas need to be intelligible, plausible, and fruitful
(DMNS) 5/1
Constructivism
From Taylor 2000

Learning is a social activity
(DMNS) 5/1
Constructivism
From Taylor 2000

Learning is a social activity
Constructivism in museums: assumed!
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Constructivism
Teaching Strategies
“The most important single factor influencing learning is what the learner
already knows; ascertain this and teach him accordingly.”
— Ausubel, 1968, Educational Psychology, e.g.,
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Constructivism
Teaching Strategies
Find out what the learner already knows:

“pre-conceptions,” “misconceptions,”
“alternative conceptions”
(DMNS) 6/1
Constructivism
Teaching Strategies
Find out what the learner already knows:

“pre-conceptions,” “misconceptions,”
“alternative conceptions”
Design curriculum to address these alternate
viewpoints
(DMNS) 6/1
Constructivism
Difficulty of Learning Astronomy
Physical systems cannot be experienced

directly
(DMNS) 7/1
Constructivism

directly
Mental model construction
(DMNS) 7/1
Constructivism

directly
Mental model construction
Erroneous mental models are hard to
change (constructivist theory)
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Constructivism
Lunar Phases (K–16+)

From Trundle et al. 2002
Shadowing by the Earth
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Constructivism


Clouds covering Moon
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Constructivism


Shadowing by other planets
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Constructivism


Shadowing by other planets
Eclipse by the Sun
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Constructivism
Astronomical Misconceptions
Some classes of misconceptions:

Lunar phases (Kuethe 1963, Ault 1984, Jones et al. 1987,
Treagust 1988, Baster 1989, Vosniadou 1991, Sadler 1998)
Seasons (Duit 2002, Bailey & Slater 2003)

Orbits (Dunlop 2000, Sadler 1992)
Scale of the Solar System (Sadler 1992)
The Big Bang (Prather et al. 2002)
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Constructivism
Textbook Examples
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Constructivism
Textbook Examples
(DMNS) 10 / 1
Constructivism
From Kastens & Ishikawa 2006.
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Constructivism
From Shephard & Metzler 1971.
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Constructivism
From Shephard & Metzler 1971. Also see Huttenlocher & Presson 1973, Rock et al. 1989.
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Constructivism
From Sadler 1992.

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Constructivism
From Sadler 1992.

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Constructivism
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Constructivism
From Sadler 1992.

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Constructivism
From Sadler 1992.

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Constructivism
From Bennett et al. 2007.
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Constructivism
(DMNS) From Bennett et al. 2007. 10 / 1

Constructivism
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Constructivism
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Constructivism

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Constructivism
2D vs. 3D Learning
Most classroom
instruction not helpful
(2D pictures, charts,
slides, written
descriptions)
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
Time-variation
(DMNS) 11 / 1
Constructivism
2D vs. 3D Learning
Most classroom
slides, written
descriptions)
Use 3D modeling and
visualizations:
Frames of reference
Exocentric and
egocentric views
Size scales
Time-variation
(DMNS) 11 / 1
Benefits of Immersive VE
(DMNS) 12 / 1
(DMNS) 12 / 1
(DMNS) 12 / 1
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VE Benefits
Virtual environments in education:

(Dede et al. 1996, Salzman et al. 1998, Dede et al. 1999)
(DMNS) 13 / 1
VE Benefits

Increases student engagement
(DMNS) 13 / 1
VE Benefits

Increased student motivation
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VE Benefits

Multiple frames of reference
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Immersive Virtual Environments
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Courtesy of Ed Lantz.
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Immersive VE Benefits

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Immersive vs. non-immersive:
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Better task performance (Bowman & Raja 2004, Raja et al. 2004)
(DMNS) 15 / 1

Building cognitive mental maps (Pausch et al. 1997)
(DMNS) 15 / 1

Wide Field-of-View/Large Displays
(DMNS) 15 / 1

Wide Field-of-View/Large Displays
Improves 3D navigation; removes gender gap (Tan et al. 2006)
(DMNS) 15 / 1
ALIVE
A.L.I.V.E.
Collaboration with Dr.

Kamran Sahami,
Metro State College
of Denver
NSF ROLE/REC #0529522
(DMNS) 16 / 1
ALIVE
A.L.I.V.E.
Collaboration with Dr.

Kamran Sahami,
Metro State College
of Denver
Goal: Study the
effectiveness of virtual
environments for
learning in immersive
and non-immersive
settings
NSF ROLE/REC #0529522
(DMNS) 16 / 1
ALIVE
A.L.I.V.E. Groups
(DMNS) 17 / 1
ALIVE
Front-End Evaluations
Topic Modules:
1 Phases of the Moon
2 Lunar and Solar eclipses
3 Seasons, lengths of day and year
4 Kepler’s Laws, orbits, retrograde motion
5 Scale and structure of the Solar System
6 Moon systems, tidal locking, orbital resonances
7 Distances to the stars, Milky Way structure
(DMNS) 18 / 1
ALIVE
Topic Modules:
Astronomy Diagnostic Test given first day of class
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ALIVE
Topic Modules:
Astronomy Diagnostic Test given first day of class

Misconception interviews (N ≈ 120, ∼ 30 min)
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ALIVE
Preliminary Research Results

Misconception Analyses
Kepler’s Laws, Orbits
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ALIVE

Orbit Shape
(DMNS) 19 / 1
ALIVE

Orbit Shape
(DMNS) 19 / 1
ALIVE

Orbit Shape
(DMNS) 19 / 1
ALIVE

Orbit Shape
Orbital Speeds (Kepler’s 2nd, 3rd Laws)
(DMNS) 19 / 1
ALIVE

Orbit Shape
Impulse: Mass of planet, magnetic force, gas
pressure;
(DMNS) 19 / 1
ALIVE

Orbit Shape
Impulse: Mass of planet, magnetic force, gas
pressure; composition, moons, rings
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ALIVE
Some Interview Results
Scale of the Solar System
Size of Moon: smaller cf. Earth
Earth-Moon distance: ∼ 1/2 too close, ∼ 1/2 too far
Size of Sun: 10× Earth
Earth-Sun distance: ∼ 1/3 Earth too far, ∼ 2/3 Earth
too close
(DMNS) 20 / 1
ALIVE
Earth-Sun distance: ∼ 1/3 Earth too far, ∼ 2/3 Earth too
close
Stars and Galaxies
(DMNS) 20 / 1
ALIVE
close
Stars and Galaxies
Stars: “burning balls of gas;” Sun is a star
(DMNS) 20 / 1
ALIVE
close
Stars and Galaxies
Distance to nearest star: Huge range of answers
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ALIVE
close
Stars and Galaxies
Distance to nearest star: Huge range of answers
Galaxies: understood composition, shape
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ALIVE
Curriculum Products
(DMNS) 21 / 1
ALIVE
Curriculum Products
Lecture Outlines
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ALIVE
Curriculum Products
Lecture Outlines
How do we determine if student learning is due to the
visualizations?
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ALIVE
Curriculum Products
Lecture Outlines
visualizations?
Weekly Quizzes
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ALIVE
Curriculum Products
Lecture Outlines
visualizations?
Weekly Quizzes
Pre-instruction
(DMNS) 21 / 1
ALIVE
Curriculum Products
Lecture Outlines
visualizations?
Weekly Quizzes
Pre-instruction
Contemporaneous
(DMNS) 21 / 1
ALIVE
Curriculum Products
Lecture Outlines
visualizations?
Weekly Quizzes
Pre-instruction
Contemporaneous
Post-instruction
(DMNS) 21 / 1
ALIVE
Current Status
Fall 2006: Two Group 1 classes
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ALIVE
Current Status

Spring 2007: One each: Group 2, Group 3
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ALIVE
Current Status

Spring 2007: One each: Group 2, Group 3
Extremely Preliminary Results
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ALIVE
Implications for Teaching Astronomy at the Museum
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ALIVE
Audiences:
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ALIVE
Audiences: “free choice” in-house;
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ALIVE
Audiences: “free choice” in-house; outreach

to individual classrooms
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ALIVE

Limitations:
,
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ALIVE

Limitations: Sometimes non-uniform
audience,
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ALIVE

audience, insufficient time
(DMNS) 23 / 1
ALIVE

Best case scenario:
(DMNS) 23 / 1
ALIVE

Best case scenario:

Understand misconceptions
(DMNS) 23 / 1
ALIVE

Best case scenario:

Do no harm!
(DMNS) 23 / 1
ALIVE

Best case scenario:

Do no harm!
Make use of visualizations,
(DMNS) 23 / 1
ALIVE

Best case scenario:

Do no harm!
Make use of visualizations, models,
(DMNS) 23 / 1
ALIVE

Best case scenario:

Do no harm!
Make use of visualizations, models, different
frames of reference
(DMNS) 23 / 1
(DMNS) 24 / 1
Domes Over Virtual Reality
More users (∼ < 400 for largest theaters)

Publically accessible (> 270 fulldome theaters)
Planetarium statistics:
N = 1500 in US (30 million attendance)
N = 3000 worldwide (110+ million
attendance)
(DMNS) 25 / 1
More users (∼
< 400 for largest theaters)
attendance)
(DMNS) 25 / 1
More users (∼< 400 for largest theaters)

attendance)
(DMNS) 25 / 1

Astronomy Learning in Immersive Virtual Environments (And Learning For Informal Audiences)

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Astronomy Learning in Immersive Virtual Environments (And Learning For Informal Audiences)

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Astronomy Learning in Immersive

GRC 2007: Creating Effective Visual Presentations for Museum

Shape of the Earth (K–5)

Shape of the Earth (K–5)

Shape of the Earth (K–5)

Shape of the Earth (K–5)

Shape of the Earth (K–5)

Shape of the Earth (K–5)

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

Positivism: science is absolute knowledge

From Taylor 2000

Meaningful learning preferred over rote learning

From Taylor 2000

Meaningful learning preferred over rote learning

From Taylor 2000

Meaningful learning preferred over rote learning

From Taylor 2000

Meaningful learning preferred over rote learning

From Taylor 2000

Meaningful learning preferred over rote learning

From Taylor 2000

Meaningful learning preferred over rote learning

From Taylor 2000

Meaningful learning preferred over rote learning

From Taylor 2000

Meaningful learning preferred over rote learning

Find out what the learner already knows:

Find out what the learner already knows:

Difficulty of Learning Astronomy

Physical systems cannot be experienced

Difficulty of Learning Astronomy

Physical systems cannot be experienced

Difficulty of Learning Astronomy

Physical systems cannot be experienced

Lunar Phases (K–16+)

Shadowing by the Earth

Lunar Phases (K–16+)

Shadowing by the Earth

Lunar Phases (K–16+)

Shadowing by the Earth

Lunar Phases (K–16+)

Shadowing by the Earth

Some classes of misconceptions:

Seasons (Duit 2002, Bailey & Slater 2003)

From Kastens & Ishikawa 2006.

From Shephard & Metzler 1971.

From Sadler 1992.

From Sadler 1992.

From Sadler 1992.

From Sadler 1992.

From Bennett et al. 2007.

(DMNS) From Bennett et al. 2007. 10 / 1

From Bennett et al. 2007.

From Bennett et al. 2007.