@article{chen_harper-gampp_wu_delgado_peterson_2024, title={Learning Scale in Virtual Reality: Experiences and Perception of Immersive Technology at a Public Middle School}, volume={9}, url={https://doi.org/10.1177/10711813241265650}, DOI={10.1177/10711813241265650}, abstractNote={Students have misconceptions of size and scale cognition as they confuse molecules and cells. The team deployed a virtual reality (VR) learning tool, namely Scale Worlds, for K-12 students to use at school. The present work aimed to examine the experience and perception of immersive technology, and logistical challenges of integrating Scale Worlds into a science class. Ten students and three teachers were included in this study with informed consent. Scale Worlds was introduced as part of a science class and then semi-structured interview was conducted. Students’ experience with VR technology included physiological discomfort, psychological nervousness and uncertainty of technology, personal abilities and unfamiliarity, and hardware latency. However, students perceived Scale Worlds to be a useful tool that helped them visualize entities of different sizes, and allowed them to work collaboratively. Teachers expressed desire for more exciting content in Scale Worlds and further usability enhancement, as well as need for additional material preparation time. The team planned to return to the same middle school for another round of in-field study after addressing some of the reported challenges.}, journal={Proceedings of the Human Factors and Ergonomics Society Annual Meeting}, publisher={SAGE Publications}, author={Chen, Karen B. and Harper-Gampp, Tyler and Wu, Linfeng and Delgado, Cesar and Peterson, Matthew}, year={2024}, month={Sep} }
 @inproceedings{harper-gampp_2023, title={Refining a Panel of Experts Validation Methodology for Instrument Development}, DOI={10.3102/2015775}, booktitle={Proceedings of the 2023 AERA Annual Meeting}, publisher={AERA}, author={Harper-Gampp, Tyler}, year={2023} }
 @article{wu_sekelsky_peterson_gampp_delgado_chen_2023, title={Scale Worlds: Iterative refinement, evaluation, and theory-usability balance of an immersive virtual learning environment}, volume={67}, ISSN={1071-1813 2169-5067}, url={http://dx.doi.org/10.1177/21695067231192534}, DOI={10.1177/21695067231192534}, abstractNote={ Feedback-based iterative refinement is important in the development of any human-computer interface. The present work aims to evaluate and iteratively refine an immersive learning environment called Scale Worlds (SW), delivered via a head-mounted display (HMD). SW is a virtual learning environment encompassing scientific entities of a wide range of sizes that enables students an embodied experience while learning size and scale. Five usability experts performed think aloud while carrying out four interactive tasks in SW and compared three different design options during A/B testing. Improvement features based on the feedback from an earlier SW usability evaluation as well as HMD-specific features were examined. Usability experts completed the post-study system usability questionnaire, the NASA task load index, and a bipolar laddering survey that collected subjective perception of specific SW features. Results show that the progress panel (an improvement feature) was informative while the instructions (another improvement feature) caused clutter. The experts indicated clear usability preferences during A/B testing, which helped resolve three sets of theory-usability conflicts. The overall assessment of SW paved a path for theory-usability balance and provided valuable insights for designing and evaluating usability in immersive virtual learning environments. }, number={1}, journal={Proceedings of the Human Factors and Ergonomics Society Annual Meeting}, publisher={SAGE Publications}, author={Wu, Linfeng and Sekelsky, Brian and Peterson, Matthew and Gampp, Tyler and Delgado, Cesar and Chen, Karen B.}, year={2023}, month={Sep}, pages={2382–2388} }
 @article{wu_chen_sekelsky_peterson_harper-gampp_delgado_2023, title={Shrink or grow the kids? Scale cognition in an immersive virtual environment for K-12 summer camp}, url={http://dx.doi.org/10.1109/vrw58643.2023.00203}, DOI={10.1109/VRW58643.2023.00203}, abstractNote={Virtual reality (VR) has been widely used for education and affords embodied learning experiences. Here we describe: Scale Worlds (SW), an immersive virtual environment to allow users to shrink or grow by powers of ten (10X) and experience entities from molecular to astronomical levels; and students' impressions and outcomes from experiencing SW in a CAVE (Figure 1) during experiential summer outreach sessions. Data collected from post-visit surveys of 69 students, and field observations, revealed that VR technologies: enabled interactive learning experiences; encouraged active engagement and discussions among participating students; enhanced the understanding of size and scale; and increased interest in STEM careers.}, journal={2023 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES ABSTRACTS AND WORKSHOPS, VRW}, publisher={IEEE}, author={Wu, Linfeng and Chen, Karen B. and Sekelsky, Brian and Peterson, Matthew and Harper-Gampp, Tyler and Delgado, Cesar}, year={2023}, pages={721–722} }
 @misc{delgado_harper-gampp_peterson_chen_2023, title={Virtual Reality Induces Awe but Possibly Not Accommodation}, ISSN={1814-9316}, url={http://dx.doi.org/10.22318/icls2023.115633}, DOI={10.22318/icls2023.115633}, abstractNote={Awe is a transformative emotion associated with positive educational and psychological outcomes, and is caused by experiences of vastness that induce accommodation.Vast VR scenes have been found to elicit awe.We examined self-reported causes of awe among grade 3-8 studentsa previously unstudied age group regarding awein a virtual environment portraying entities over 20 orders of magnitude from atom to Sun.Most students reported feeling awe, around half specifically enough to be coded based on a priori categories drawn from the literature.Vastness of scale (including both large and small entities, and large differences in scale) was the most common cause of awe.Surprisingly, no student responses were related to accommodation.Vastness of evolution and degree of immersion were identified as novel causes of awe.Thus, even young children can experience awe in VR, opening possibilities for productive VR in education at the elementary school level.}, journal={Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023}, publisher={International Society of the Learning Sciences}, author={Delgado, Cesar and Harper-Gampp, Tyler and Peterson, Matthew and Chen, Karen B.}, year={2023}, month={Oct} }
 @article{wu_sekelsky_peterson_gampp_delgado_chen_2022, title={Immersive virtual environment for scale cognition and learning: Expert-based evaluation for balancing usability versus cognitive theories}, volume={66}, ISSN={2169-5067 1071-1813}, url={http://dx.doi.org/10.1177/1071181322661094}, DOI={10.1177/1071181322661094}, abstractNote={ While scale cognition and learning is a crosscutting concept that pervades science and can aid students in making connections across disciplines, students struggle to conceptualize and consider scales that go far beyond their everyday world experience. Virtual reality technology affords embodied learning experiences, which enable students to physically engage in learning activities in an environment with rich information. Scale Worlds is a virtual learning environment implemented in an immersive CAVE, which portrays scientific entities of a wide range of sizes. A user can scale themself up or down by powers of ten, in order to experience entities from an atom to the Sun. This paper reports on an expert-based usability evaluation of Scale Worlds, including three sets of A/B testing, by five usability experts. Outcomes of the usability evaluation will inform the refinement of Scale Worlds. The evaluation provides insights for usability evaluation and design in immersive virtual environments. }, number={1}, journal={Proceedings of the Human Factors and Ergonomics Society Annual Meeting}, publisher={SAGE Publications}, author={Wu, Linfeng and Sekelsky, Brian and Peterson, Matthew and Gampp, Tyler and Delgado, Cesar and Chen, Karen B.}, year={2022}, month={Sep}, pages={1972–1976} }
 @article{form versus function: a comparison of lewis structure drawing tools and the extraneous cognitive load they induce_2019, volume={= {96}, number = {2}, url={http://dx.doi.org/10.1021/acs.jchemed.8b00574}, DOI={10.1021/acs.jchemed.8b00574}, abstractNote={In recent decades, technology has become a constant presence in the chemistry classroom with online homework extensively used in many programs. Although research has pointed to both increased course performance and better study habits in classes that utilize online homework, little work has explored the extraneous load that these platforms place on the learner's working memory. Cognitive load theory suggests that optimal learning occurs when sufficient capacity is available in working memory to process new information, and as such, it is important that extraneous load be minimized. This research study compared the extraneous load placed on working memory as students constructed Lewis structures under three conditions: using pen-and-paper, using beSocratic, or using a traditional, button-driven online homework system. The results showed that the traditional online homework system induced a statistically significantly larger extraneous load than the other two drawing formats.}, journal={Journal of Chemical Education}, year={2019}, month={Feb}, pages={238–247 ,} }
 @article{unraveling the complexities: an investigation of the factors that induce load in chemistry students constructing lewis structures_2017, volume={= {94}, number = {3}, url={http://dx.doi.org/10.1021/acs.jchemed.6b00363}, DOI={10.1021/acs.jchemed.6b00363}, abstractNote={Mastering the ability to construct and manipulate Lewis structures is an important first step along the journey to reaching representational competence. Lewis structures serve as a convenient organizational scheme that can help students to scaffold their chemical knowledge and help them to apply it to predict a variety of physical and chemical properties. Our previous research documented the many problems that students encountered in developing these skills and suggested that cognitive load may play an important role in the successful construction of Lewis structures. This study sought to better understand the structural characteristics and complexities that contributed significantly to the cognitive load of chemistry students drawing Lewis structures and to determine how those load-inducing characteristics changed as students gained additional chemical expertise. The results of the inquiry show that the inclusion of nearly any structural characteristic induced a significant increase in cognitive load for novice chemistry students, but these trends are mitigated as students gain additional chemical expertise.}, journal={Journal of Chemical Education}, year={2017}, month={Mar}, pages={282–288 ,} }