How virtual reality turns students into scientists | Jessica Ochoa Hendrix

Translator: Amirul Iman Reviewer: Sab Kasim

How did you discover your passion

Bagaimana anda mendapat tahu nyala rasa anda

or find your career?

atau mencari kerjaya anda?

Were you exposed to it?

Adakah anda terdedah padanya?

Or was it trial and error?

Atau adakah berdasar cuba-cuba?

As child rights advocate Marian Wright Edelman said,

Sebagai peguam bela kanak-kanak Marian Wright Edelman berkata,

"You can't be what you can't see."

" Kamu tidak boleh jadi apa yang kamu tidak nampak"

Fortunately, we now live in a time

Mujurlah, kita sekarang hidup dalam masa

when emerging technologies may help us to solve this problem.

apabila teknologi baru muncul boleh membantu kita menyelesaikan masalah ini.

For the past two years,

Selama dua tahun lalu,

I've been developing an extended reality program

saya telah menghasilkan sebuah program realiti lanjutan

that enables middle school students from across the country

yang membolehkan murid sekolah menengah dari seluruh negara

to take on the role of a marine biologist --

untuk mengambil peranan sebagai ahli biologi marin--

even if they've never seen the ocean.

walaupan mereka tidak pernah melihat lautan.

As one seventh grader who recently completed our program said,

Seperti kata pelajar gred ketujuh yang baru menamatkan program kami,

"I could see myself as a scientist,

"Saya boleh lihat diri saya sebagai saintis"

because I enjoyed this game."

kerana saya suka permainan ini."

This feedback really excited me,

Maklum balas ini membuatkan saya teruja,

because too few students do see themselves as scientists.

kerana hanya sedikit pelajar sahaja melihat diri mereka sebagai saintis.

A 2014 study showed that 57 percent of eighth- and ninth-grade students

Kajian tahun 2014 menunjukkan 57 peratus murid gred kelapan dan kesembilan

said, "Science isn't me."

berkata,"Sains bukan untuk saya."

Coincidentally, also in 2014,

Secara kebetulan, pada tahun 2014 juga,

I met Mandë Holford, a marine biochemist,

saya bertemu Mande Holford, seorang ahli biokimia marin,

and Lindsay Portnoy, an educational psychologist.

dan Lindsay Portnoy, seorang psikologi pendidikan.

The three of us shared a passion

Kami bertiga kongsi perasaan nyala rasa

for getting students excited by and comfortable with science.

untuk menjadikan murid teruja dan selesa dengan sains.

We thought about how we could give children

Kami fikir cara untuk memberi pada kanak-kanak

the most realistic experience of a scientific career.

pengalaman yang paling realistik dalam kerjaya saintifik.

We discussed the research;

Perbincangan penyelidikan;

it showed that students felt comfortable taking risks when playing games.

ia menunjukkan pelajar berasa selesa mengambil risiko ketika bermain permainan.

So the three of us started an educational games company

Jadi kami bertiga mulakan sebuah syarikat permainan pendidikan

to bring science to life.

untuk membawa sains dalam kehidupan.

Virtual reality seemed like a low-cost way of increasing access.

Realiti maya seolah-olah cara kos rendah untuk meningkatkan akses.

In addition, academic research has shown

Tambahan pula, penyelidikan akademik telah menunjukkan

that virtual reality may lead to increases in learning retention.

bahawa realiti maya boleh membawa kepada peningkatan retensi pelajaran.

This was perfect for us, as we wanted to be in schools

Ini terbaik untuk kami, kerana kami mahu berada di sekolah

so that we could reach the most number of students possible,

supaya kami boleh dapat bilangan pelajar sebanyak mungkin,

particularly students who have been underrepresented in science.

terutama sekali terlalu kurang pelajar dalam bidang sains.

So, with funding from the National Science Foundation,

Jadi, dengan dana daripada Yayasan Sains Kebangsaan,

we began developing our extended reality program

Kami mula membangunkan program realiti lanjutan kami

that combined virtual reality

yang menggabungkan realiti maya

with personalized digital journaling.

dengan jurnal digital peribadi.

We worked with teachers while developing it

Kami bekerja dengan guru semasa bangunkannya

to ensure that it would fit seamlessly into existing curricula

untuk memastikan ia bersesuaian dengan kurikulum yang sedia ada

and empower teachers to use cutting-edge technology in their classroom.

dan memberi kuasa kepada guru menggunakan teknologi yang canggih di dalam kelas.

We designed the virtual reality for Google Cardboard,

Kami mencipta realiti maya untuk Google Cardboard,

which requires only a smartphone

yang hanya memerlukan telefon pintar

and a 10 dollar VR viewer made of cardboard.

dan alat lihat VR berharga 10 dolar diperbuat daripada kadbod.

With this inexpensive headset,

Dengan alat set kepala yang murah,

students are transported to an underwater expedition.

pelajar dipindahkan ke expedisi di bawah permukaan air.

Students use their digital journal

Pelajar guna jurnal digital mereka

to write down their notes,

untuk menulis nota,

to answer questions,

untuk menjawab soalan,

to construct models

untuk membina model

and to develop hypotheses.

dan untuk memajukan hipotesis.

Students then go to the virtual world to test their hypotheses

Pelajar kemudian pergi ke dunia maya untuk menguji hipotesis mereka

and see if they're accurate,

dan lihat jika mereka betul,

much as scientists go to the field

sama juga seperti saintis turun padang

in their careers.

dalam kerjaya mereka.

When students return to their digital journal,

Apabila pelajar kembali ke jurnal digital,

they share their observations, claims,

mereka berkongsi pemerhatian, tuntutan mereka,

reasoning and evidence.

alasan dan bukti.

The students' written answers and virtual interactions

Jawapan bertulis pelajar dan interaksi maya

are all updated live

semuanya dikemas kini secara langsung

in an educator assessment dashboard,

dalam papan pemuka penilaian pendidik,

so that teachers can follow their progress

agar guru boleh mengikuti perkembangan mereka

and support them as needed.

dan membantu mereka jika perlu.

To give you a better sense, I'm going to show you

Supaya anda lebih faham, saya akan tunjukkan

a little bit of what students see.

sedikit sebanyak apa pelajar nampak.

This is the virtual reality when they're underwater

Ini reality maya semasa mereka di bawah permukaan air

observing the flora and fauna.

memerhati flora dan fauna.

This is the digital journal where they're constructing their models

Ini adalah jurnal digital dimana mereka membina model

based on this abiotic data to show what they expect to see.

berdasarkan data abiotik untuk tunjuk apa dapat dilihat.

Here, they're supporting that with qualitative statements.

Di sini, mereka menyokong dengan kenyataan kualitatif.

And this is the educator dashboard that shows progress

Dan ini adalah papan pemuka pendidik menunjukkan kemajuan

and enables [teachers] to see the students' answers as they go.

dan membolehkan [guru] melihat jawapan pelajar sambil mereka teruskan.

When we were creating BioDive,

Apabila kami mencipta BioDive,

again, we really wanted to focus on access,

sekali lagi, kami mahu fokus kepada akses,

so we designed it to require only one phone for every four students.

jadi kami menciptanya dengan perlu hanya satu telefon untuk setiap empat pelajar.

We also knew how collaborative science work is,

Kami juga tahu bagaimana kerjasama sains berfungsi,

so we constructed the experience to only be solved

jadi kami membina pengalaman yang perlu diselesaikan

through collaborative teamwork,

melalui kerjasama berkumpulan,

as each student is an expert in a different geographic location.

kerana setiap pelajar mahir dalam lokasi geografi yamg berbeza.

Given that these children's brains are still developing,

Oleh kerana otak kanak-kanak ini masih lagi sedang berkembang,

we limited each experience to last a maximum of two minutes.

kami hadkan setiap pengalaman selama dua minit maksimum.

And finally, because we know the importance of repeated exposure

dan akhirnya, oleh kerana kami tahu kepentingan pendedahan berulang

for internalizing knowledge,

untuk membatinkan ilmu,

we constructed BioDive to take place over five class periods.

kami telah membina BioDive untuk dilaksanakan dilebih lima waktu kelas.

We started piloting BioDive in 2017

Kami mulakan projek perintis BioDive pada tahun 2017

in 20 schools in New York and New Jersey.

di 20 buah sekolah di New York dan New Jersey.

We wanted to see students as they were using this new technology.

Kami ingin perhati pelajar semasa sedang gunakan teknologi baharu ini.

In 2019, now,

Pada tahun 2019, sekarang,

we are now piloting in 26 states.

kami kini sedang mengadakan projek perintis di 26 negeri.

What we have heard from teachers who have taught our program:

Apa kami dengar daripada guru yang mengajar program kami:

"It was a nice way to show ocean dynamics without the luxury of actually being there

"Ia cara baik untuk tunjuk dinamik lautan tanpa perlu berada sebenarnya di sana

since we are in Ohio."

kerana kami di Ohio."

(Laughter)

(Ketawa)

"It's pretty mind-blowing."

"Ia memang mengkagumkan."

"The students were totally engaged."

"Pelajar terlibat sepenuhnya."

But what really gives us hope is what we're hearing from students.

Tetapi apa yang memberi kami harapan adalah apa kami dengar dari pelajar.

"I liked how it felt like I was there."

"Saya suka rasa seperti ada di sana."

"It's interactive and a fun way to learn."

"Ia berinteraktif dan menyeronokkan untuk belajar."

"It really gave me realistic examples of how these organisms appear."

"Ia benar-benar memberi saya contoh realistik cara organisma ini muncul. "

"I could see myself as a scientist because it seems really fun."

"Saya dapat lihat diri saya sebagai saintis kerana ia sangat menyeronokkan."

Our feedback wasn't always so positive.

Maklum balas kami bukanlah sentiasa positif.

When we began developing,

Apabila kami mula membuat rekaan,

we started off by asking students

kami bermula dengan menyoal pelajar

what they liked,

apa yang mereka suka,

what they didn't like

apa yang tidak disukai,

and what they found confusing.

dan apa mengelirukan mereka.

Eventually we began asking what they wished they could do.

Akhirnya kami mula bertanya apakah yang mereka harap mereka boleh lakukan.

Their feedback gave us concrete items to build in

Maklum balas mereka memberi kami usul konkrit untuk membina

to be sure that we were including student voices in what we were designing.

sambil memastikan kami menerima pandangan pelajar dalam rekaan kami.

Overall, what we have learned is that this is the beginning of a new platform

Keseluruhannya, apa yang kami pelajari ini merupakan permulaan platform baharu

for giving students both voice and ownership

untuk memberi pelajar kedua-duanya iaitu suara dan pemilikan

in deciding how they want to have impact

dalam menentukan cara mereka memberi impak

in their careers.

dalam kerjaya mereka.

We focused on science,

Kami memberi fokus kepada sains,

because we know we need scientists

kerana kami tahu kita perlu saintis

to help us solve our current and future challenges.

untuk membantu kami menyelesaikan cabaran kini dan masa depan.

But virtual reality could support students in any area.

Malahan realiti maya mampu membantu pelajar di setiap bahagian.

How could we support students in exploring all of their desires

Bagaimanakah kami boleh membantu pelajar menerokai kesemua keinginan mereka

with these eye-opening experiences and chances to learn from primary sources?

dengan pengalaman pembuka mata ini dan peluang belajar daripada sumber utama?

Could we create VR for inexpensive headsets

Mampukah kami mencipta VR untuk set kepala yang murah

that lets them be immersed in oral literature

yang menjadikan mereka asyik dalam kesusasteraan lisan

or in critical moments of human history?

atau di waktu kritikal dalam sejarah manusia?

Extended reality has the potential to change the trajectory

Realiti lanjutan memiliki potensi mengubah trajektori

of our children's lives

kehidupan anak kita

and lead them to careers they never imagined

dan memimpin mereka ke kerjaya yang tak pernah mereka bayangkan

by giving them the chance to see what they can be.

dengan memberi peluang untuk mereka lihat siapa mereka boleh jadi.

Thank you.

Terima kasih.

(Applause)

(Tepukan)