Simulations and Virtual Reality Tools in Technology Learning: Results from Two Case Studies

M. Lehtonen (Finland), T. Page, G. Thorsteinsson (Iceland), and L. Miloseva (Macedonia)


Simulations, virtual reality, pedagogical models, learning environment


We present the results of two design-based action research case studies. These case studies sought to develop pedagogical models and computer applications for teaching, studying and learning in technology education. The first pedagogical model entitled “Network oriented study with simulations” (NOSS) supports teaching and learning in technology education in laboratory settings using a computer-based tool, termed the “web-orientation agent (WOA)” and graphical simulations. The second pedagogical model entitled “Innovation education in virtual reality” (IEVR) happens in a virtual reality environment. The virtual realities and simulations represent shared virtual spaces and sociomental tools, tools for thinking, problem-solving, sharing ideas and thoughts on a symbolic level. Furthermore, they provide for tools of communication and shared attention toward the same objects. Article presents results and an understanding for the implications, possibilities and limitations of the both models.

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