| While there are many studies on collaborative or guided scientific inquiry in real, virtual, and simulated environments, there are few that study the interplay between the design of the simulation and the user interface. The main research aim was to decompose the simulation and user interface into the design parameters that influence attention, curiosity, inquiry, and learning of scientific material and acts of creation for children. The research design investigates what tools support independent exploration of a space, enhance deep learning, and motivate scientific or creative inquiry. A major interest is in the role that ecological context plays in the perception of spatial information.;None of the prior work on learning in virtual environments considered a child-centric computer interaction framing, independent of pedagogy and focused on the impact of user interface parameters, such as image quality and navigational freedom. A major contribution of this research is the construction of the Virtual Trillium Trail, as it represents one square mile of biologically accurate scientific plot study data. It is a virtual environment based on statistical data visualization, not fantasy. It allowed for a highly realistic simulation and scientifically true-to-life visualization, as well as for a planned orthogonal contrast with exceptionally high internal validity in both system and statistical research design.;Of critical importance is evidence in the pilot study, that virtual reality field trips for students may be used to prime before and to reinforce after a real field trip. This research also showed transfer effects on in-situ learning activity, in both directions. Thus, supports the claim that virtual environments may augment educational practices, not replace them, to maximize the overall learning impact. The other large contribution was in the activity analysis of the real field trip, where the Salamander Effect is observed as an environmental event, which opened a Teachable Moment event for the teacher, and which was then translated into a system design feature, a Salient Event in the user interface. A main part of this research is the importance of such events, as ways to support intrinsic learning activity, and leverage episodic memory.;The main empirical contribution to the design of educational virtual environments was produced by the 2x2 ANOVA with the factors of Visual Fidelity and Navigational Freedom, set to high and low levels, and the evidence of different effects on Knowledge Gained. The tool has an impact on intrinsic learning, which is measured here by a pre-test and a post-test on facts and concepts. A two-factor analysis of variance showed a significant effect of Visual Fidelity on Knowledge Gained, F(1,60) = 10.54, p = 0.0019. High Visual Fidelity condition has a greater impact on Knowledge Gained (M = 30.95, SD = 14.76), than Low Visual Fidelity condition (M = 19.99, SD = 13.39). Photorealistic versions had a stronger impact on learning than cartoon versions. There was significant interaction between Visual Fidelity and Navigational Freedom, F(1,60) = 4.85, p = 0.0315, with the largest impact in the combined conditions of High Visual Fidelity and High Navigational Freedom on Knowledge Gained (M = 37.44, SD = 13.88). Thus, photorealistic, free navigation virtual environments double learning, when compared to cartoon versions, ceteris paribus. .;The next major contribution to the design of the user interface in educational virtual environments is the design and use of Salient Events as components to augment the virtual environment and to facilitate intrinsic inquiry into facts and concepts. A two-factor analysis of variance showed a significant effect of Visual Fidelity on Salient Event counts, F(1,60) = 4.35, p = 0.00413. High Visual Fidelity condition has a greater impact on Salient Event counts, (M = 14.46, SD = 6), than Low Visual Fidelity condition, (M = 11.31, SD = 6.37). Using High Visual Fidelity with High Navigational Freedom (showing a strong trend of F(1,60) = 3.23, p = 0.0773) to increase Salient Event counts are critical design features for educational virtual environments, especially since Salient Events are moderately positively correlated with Knowledge Gained (r = 0.455, N = 64, p = 0.000).;Emotional, affective, aesthetic, and subjective attitudes were investigated in the post-experience assessment of the main study on system and learning experience. Total Attitude is strongly positively and significantly correlated with Awe and Wonder (r = 0.727, N = 64, p = 0.000). Also important is the strong, positive, and significant correlation of Beauty with Awe and Wonder (r = 0.506, N = 64, p = 0.000). And the only significant subjective emotion or attitude variable, across all system conditions, correlated to Knowledge Gained, was Awe and Wonder with a slightly positive statistic: (r = 0.273, N = 64, p = 0.000).;Future research will investigate the complexity and causality of such interactions between the child's mental model, the virtual environment, and the user interface in the form of regression equations, partial differential equations, and Markov models. |
