IMPRESS (Immersive Modelling to Promote Reflection and Exploration in Science Sensemaking) is beginning to investigate the affordances of body-scale virtual reality (VR) drawing to model complex science ideas in support of student sensemaking. Targeted at secondary-level learners, IMPRESS leverages the medium of VR and couples it with interviews and structured modelling tasks to enhance student learning as they engage with science concepts requiring them to explore representations of scale and perspective in their drawn models.
Michael Tissenbaum is an assistant professor in Curriculum & Instruction and Educational Psychology with expertise in the research, design, and implementation of technology-supported collaborative learning spaces. He has an interest in exploratory, immersive, and interactive learning environments and is currently collaborating with local high schools to explore the implementation of a participatory interdependent ecological city simulation in the classroom. Laura Shackelford is an associate professor in Anthropology and the anatomy director for the Carle Illinois College of Medicine. Dr. Shackelford's research focuses on the interplay between human evolution and current human diversity, and she is currently leading an NSF-funded grant designing room-scale VR field archaeology exercises for undergraduate students. James Planey is a third-year PhD student in the DELTA program in Curriculum & Instruction and is interested in how immersive technologies such as VR and AR can be meaningfully integrated into science classroom instruction. His research interests are shaped by his previous experience as a high school science teacher and NGSS curriculum designer. Dennis Migut is the co-chair of the science department at Urbana High School and has been teaching chemical and physical science at the high school level for 23 years. He teaches a variety of students from sophomore introductory chem/phys classes to advanced placement chemistry courses.