Our goal is to create learning that is driven by motivation and having fun learning. If the virtual platform excites the students, they will interact more with their peers and get at deeper understanding of the subject. And they will learn faster and more, because they will drive their own learning forward.
Although we are sure that they learn new vocabulary, concepts, and problemsolving, we want to make sure we understand the outcomes of the virtual learning room. Therefore we are experimenting using different evaluation models.
One model we are currently implementing is inspired by the one Kirkpatrick developed, back in 1954. It highlights that learning must be measured at 4 levels in order to give a full picture of the outcome. These levels are:
Level 1: Reaction – (satisfaction with the 3D world, functionality, how did it work?)
Level 2: Learning – (the increase in knowledge or skills)
Level 3: Behavior – (transfer of knowledge, attitude or skills from 3D to the existing classroom)
Level 4: Results – (the final results that occurred – how many have gone on to use 3D afterwards?)
We have at the moment been able to evaluate level 1, and level 2. Level 1 we have evaluated right after the workshops, and for level 2, we have developed a before/ and after questionnaire for the students to fill out. It asks into their existing knowledge of climate change and sustainability, asking into the definition of central concepts.
Other measures are important to take into account, and those are the teachers’ involvement and use of 3D learning tools. We are currently investigating this aspect.