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Student Satisfaction and Critical Thinking in 2D vs. 3D On-line Postsecondary Music Curriculum
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, , , , University of Alberta, Canada

Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This paper is a report on the results of an investigation of student satisfaction and critical thinking in an avatar-based, 3D virtual environment music assignment. Students were asked to complete a series of discussion activities with small groups of peers as they navigated through listening and music resource stations in a virtual environment. Comparisons on five satisfaction constructs were made between students with high and low self-regulation, and with basic or advanced music content. Our quantitative analysis revealed that students receiving basic content in a media rich 3D environment were more satisfied with the virtual discussions, no matter the student’s level of self-regulation, than those receiving advanced content with less multimedia. This result requires more investigation to determine which element, level of content or level of multimedia, most impacts student satisfaction. We also determined that students found the 3D virtual discussion more novel than the Articulate

Citation

Ingraham, M., Boechler, P., Marin, L. & deJong, E. (2016). Student Satisfaction and Critical Thinking in 2D vs. 3D On-line Postsecondary Music Curriculum. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 323-332). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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