Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses
Abstract The purpose of this study was to investigate the effects of virtual simulation‐supported museum‐based learning (VSS‐MBL) versus a traditional classroom on students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills i...
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| Format: | Article |
| Language: | English |
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Wiley
2025-06-01
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| Series: | Future in Educational Research |
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| Online Access: | https://doi.org/10.1002/fer3.70006 |
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| author | Lixia Luo Wenyao Shen Qi Ye Zehui Zhan Wenkai Lin |
| author_facet | Lixia Luo Wenyao Shen Qi Ye Zehui Zhan Wenkai Lin |
| author_sort | Lixia Luo |
| collection | DOAJ |
| description | Abstract The purpose of this study was to investigate the effects of virtual simulation‐supported museum‐based learning (VSS‐MBL) versus a traditional classroom on students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses. We invited 112 primary school students to participate in a series of C‐STEAM lessons in both VSS‐MBL (58 students) and traditional classroom settings (54 students). Students were able to interact with exhibits during their museum visit using virtual simulation technology, such as watching shadow play using AR and applying VR to draw personalized face paintings. Repeated ANOVA results showed that VSS‐MBL had a more significant impact on learning motivation, critical thinking, creativity, and problem‐solving skills than students learning in a traditional classroom setting. However, the significant effect on multidisciplinary knowledge acquisition was not as significant as learning in a traditional classroom environment, and there was no significant change in engineering knowledge. This study further discusses the reasons for this and provides scientific guidance for primary schools wishing to integrate C‐STEAM education into their museums. |
| format | Article |
| id | doaj-art-dc1f2a4abf2c42bb83e3e3e30a975189 |
| institution | DOAJ |
| issn | 2835-9402 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-dc1f2a4abf2c42bb83e3e3e30a9751892025-08-20T03:21:35ZengWileyFuture in Educational Research2835-94022025-06-013225928110.1002/fer3.70006Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM coursesLixia Luo0Wenyao Shen1Qi Ye2Zehui Zhan3Wenkai Lin4School of Information Technology in Education South China Normal University Guangzhou ChinaExperimental School of Shenzhen Educational Sciences Institute (Guangming) Shenzhen ChinaSchool of Information Technology in Education South China Normal University Guangzhou ChinaSchool of Information Technology in Education South China Normal University Guangzhou ChinaInstitute of Advanced Studies in Humanities and Social Sciences South China Normal University Guangzhou ChinaAbstract The purpose of this study was to investigate the effects of virtual simulation‐supported museum‐based learning (VSS‐MBL) versus a traditional classroom on students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses. We invited 112 primary school students to participate in a series of C‐STEAM lessons in both VSS‐MBL (58 students) and traditional classroom settings (54 students). Students were able to interact with exhibits during their museum visit using virtual simulation technology, such as watching shadow play using AR and applying VR to draw personalized face paintings. Repeated ANOVA results showed that VSS‐MBL had a more significant impact on learning motivation, critical thinking, creativity, and problem‐solving skills than students learning in a traditional classroom setting. However, the significant effect on multidisciplinary knowledge acquisition was not as significant as learning in a traditional classroom environment, and there was no significant change in engineering knowledge. This study further discusses the reasons for this and provides scientific guidance for primary schools wishing to integrate C‐STEAM education into their museums.https://doi.org/10.1002/fer3.70006C‐STEAMcreativitycritical thinkingproblem‐solving skillsvirtual simulation‐supported museum‐based learning |
| spellingShingle | Lixia Luo Wenyao Shen Qi Ye Zehui Zhan Wenkai Lin Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses Future in Educational Research C‐STEAM creativity critical thinking problem‐solving skills virtual simulation‐supported museum‐based learning |
| title | Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses |
| title_full | Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses |
| title_fullStr | Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses |
| title_full_unstemmed | Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses |
| title_short | Effect of virtual simulation supported museum‐based learning on primary school students' multidisciplinary knowledge acquisition, learning motivation, critical thinking, creativity, and problem‐solving skills in C‐STEAM courses |
| title_sort | effect of virtual simulation supported museum based learning on primary school students multidisciplinary knowledge acquisition learning motivation critical thinking creativity and problem solving skills in c steam courses |
| topic | C‐STEAM creativity critical thinking problem‐solving skills virtual simulation‐supported museum‐based learning |
| url | https://doi.org/10.1002/fer3.70006 |
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