Christopher J. Dede

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Designers and evaluators of immersive virtual reality systems have many ideas concerning how virtual reality can facilitate learning. However, we have little information concerning which of virtual reality’s features provide the most leverage for enhancing understanding or how to customize those affordances for different learning environments. In part, this(More)
Exemplary pedagogy in science education should develop learners' abilities to intuitively understand how the natural world functions before inculcating the formal representations and reasoning skills that scientists use. In other words, fostering in students the capability to qualitatively predict the behavior of the objects in the universe is initially(More)
This paper describes a research study that investigated howdesigners can use frames of reference (egocentric, exocentric, anda combination of the two) to support the mastery of abstractmultidimensional information. The primary focus of this study wasthe relationship between FORs and mastery; the secondary focus wason other factors (individual(More)
ScienceSpace is a collection of immersive virtual realities designed to explore the potential utility of physical immersion and multisensory perception to aid in the learning of science. Through the design and evaluation of ScienceSpace, we are learning lessons about the virtual reality interface and the development of immersive virtual worlds for(More)
We are collaboratively designing "ScienceSpace," a collection of virtual worlds designed to explore the potential utility of physical immersion and multisensory perception to enhance science education. This paper describes the creation and formative evaluation of NewtonWorld, a virtual environment for investigating the kinematics and dynamics of(More)
While utilizing GPS-enabled handheld computing units, we have developed and studied augmented reality (AR) curricula to help middle school students learn literacy and math. In AR, students move around an outdoor physical environment, interacting with virtual characters and artifacts on their handheld computer. These invisible objects and characters provide(More)
This paper describes the results of a formative analysis of a redesigned Augmented Reality (AR) curriculum. The curriculum, Gray Anatomy, was designed based on lessons learned from the design and implementation process of a previous AR curriculum, Alien Contact! The positive and negative impacts of these modifications were evaluated through a qualitative(More)