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Childs E, Mohammad F, Stevens L, Burbelo H, Awoke A, Rewkowski N, Manocha D. An Overview of Enhancing Distance Learning Through Emerging Augmented and Virtual Reality Technologies. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2024; 30:4480-4496. [PMID: 37037228 DOI: 10.1109/tvcg.2023.3264577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Although distance learning presents a number of interesting educational advantages as compared to in-person instruction, it is not without its downsides. We first assess the educational challenges presented by distance learning as a whole and identify 4 main challenges that distance learning currently presents as compared to in-person instruction: the lack of social interaction, reduced student engagement and focus, reduced comprehension and information retention, and the lack of flexible and customizable instructor resources. After assessing each of these challenges in-depth, we examine how AR/VR technologies might serve to address each challenge along with their current shortcomings, and finally outline the further research that is required to fully understand the potential of AR/VR technologies as they apply to distance learning.
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Chan K, Kor PPK, Liu JYW, Cheung K, Lai T, Kwan RYC. The Use of Immersive Virtual Reality Training for Developing Nontechnical Skills Among Nursing Students: Multimethods Study. Asian Pac Isl Nurs J 2024; 8:e58818. [PMID: 38986130 PMCID: PMC11269964 DOI: 10.2196/58818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 06/03/2024] [Accepted: 06/10/2024] [Indexed: 07/12/2024] Open
Abstract
BACKGROUND Immersive virtual reality (IVR) is a niche technology rising in popularity in nursing education. Although there is an abundance of evidence to demonstrate the effect of virtual reality (VR) on desired learning outcomes, this evidence is limited to technical or procedural skills or managing a single patient with clinical problems. Nontechnical skills (NTS), such as communication, decision-making, teamwork, situation awareness, and managerial skills, have not been explored using IVR technology. OBJECTIVE This study aimed to (1) investigate the potential efficacy of the IVR system virtual reality hospital (VR-Hospital, or VR-Hosp), a single-user game we developed, on nursing students' NTS, sense of presence in the virtual clinical environment, and satisfaction and self-confidence in learning; (2) identify variables that predict NTS; and (3) explore students' experience in using VR-Hosp. METHODS A multimethods design with a quantitative and qualitative approach was adopted. Participants were provided with VR-Hosp with 3 scenarios in training. VR-Hosp adopted a multibed, multipatient, multitask approach and was embedded with various clinical situations. Learning outcomes were measured after the training, followed by group interviews. RESULTS In total, 202 students joined the study. Results revealed high levels of satisfaction and self-confidence in learning. Significant achievement in NTS was perceived by the students. The levels of satisfaction and self-confidence in learning and the involvement and sensory fidelity domains in the sense of presence were positive predictors of NTS. CONCLUSIONS The promising results offer a basis for designing IVR activities for nursing education. Further investigations are imperative to determine the impact of IVR technology on learning outcomes in clinical practice.
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Affiliation(s)
- Kitty Chan
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
| | - Patrick Pui Kin Kor
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
| | - Justina Yat Wa Liu
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
| | - Kin Cheung
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
| | - Timothy Lai
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, China (Hong Kong)
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Lin XP, Li BB, Yao ZN, Yang Z, Zhang M. The impact of virtual reality on student engagement in the classroom-a critical review of the literature. Front Psychol 2024; 15:1360574. [PMID: 38659670 PMCID: PMC11040080 DOI: 10.3389/fpsyg.2024.1360574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2023] [Accepted: 03/22/2024] [Indexed: 04/26/2024] Open
Abstract
Objective The purpose of this review is to identify the impact of virtual reality (VR) technology on student engagement, specifically cognitive engagement, behavioral engagement, and affective engagement. Methods A comprehensive search of databases such as Google, Scopus, and Elsevier was conducted to identify English-language articles related to VR and classroom engagement for the period from 2014 to 2023. After systematic screening, 33 articles were finally reviewed. Results The use of VR in the classroom is expected to improve student engagement and learning outcomes, and is particularly effective for students with learning disabilities. However, introducing VR into middle school education poses several challenges, including difficulties in the education system to keep up with VR developments, increased demands on students' digital literacy, and insufficient proficiency of teachers in using VR. Conclusion To effectively utilize VR to increase student engagement, we advocate for educational policymakers to provide training and technical support to teachers to ensure that they can fully master and integrate VR to increase student engagement and instructional effectiveness.
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Affiliation(s)
- Xiao Ping Lin
- Faculty of Education, Silpakorn University, Nakhon Pathom, Thailand
| | - Bin Bin Li
- Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia
| | - Zhen Ning Yao
- Graduate Department, Xi’an Physical Education University, Xi’an, China
| | - Zhi Yang
- Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia
| | - Mingshu Zhang
- College of Commerce and Tourism, Hunan Vocational College for Nationalities, Yueyang, China
- Graduate Department, Sehan University, Yeongam County, Republic of Korea
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Alam BF, Abbasi N, Han B, Fahim F, Ali MI, Mehmood MA. Online teaching experience of the healthcare faculty during the pandemic: A cross sectional analysis. Work 2024:WOR230248. [PMID: 38489205 DOI: 10.3233/wor-230248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2024] Open
Abstract
BACKGROUND COVID-19 pandemic had disrupted the teaching in most of the educational institutes worldwide. It has tested the readiness of educational institutes in their ability to deal with crisis. OBJECTIVE This study aimed to determine the perception of health sciences faculty toward online education during the period of pandemic in Pakistan. METHODS This cross-sectional research determined the perception using online survey which had been taken from the study conducted by Almahasees et al. Questions related to faculty's perception regarding IT skills, online classes taking more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Data was analyzed using SPSS. Statistical tests comprised of descriptive statistics and Kruskal-Walli's test. RESULTS From a total of 318 participants, there were 234 females and 84 males. A statistically significant association was identified between field of specialization and competency to teach online (p = 0.022). Faculty stated that more efforts were required to teach online (p < 0.001). Most of the tutors reported virtual sessions helped improved the interaction with their students (p < 0.001). Most of the time faculty had to prompt students to complete their assignments on time (p < 0.001). Many of the faculty members disagreed that delivering virtual sessions from home was quite ineffective (p = 0.221) and reported experiencing distractions (p < 0.001). CONCLUSION This study showed that online learning proved less effective than face-to-face learning. The main drawback of distance learning was the lack of teacher-student interaction. Online learning promotes student-centered learning and could be applied in situations of crisis like the COVID-19 pandemic.
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Affiliation(s)
- Beenish Fatima Alam
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Nabeela Abbasi
- Department of Oral Biology, Rawal Institute of Health Sciences Islamabad, Pakistan
| | - Bing Han
- School of Foreign Languages, Xiamen Institute of Technology, Xiamen, Fujian Province, China
| | - Faisal Fahim
- Department of General Education, Bahria University Health Sciences, Karachi, Pakistan
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Dal Santo L, Peña-Jimenez M, Canzan F, Saiani L, Battistelli A. The Self-Perceived E-Learning Environment Scale: Development and Psychometric Properties in a Nursing Students Samples. Nurs Educ Perspect 2023; 44:E39-E44. [PMID: 37862001 DOI: 10.1097/01.nep.0000000000001199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
AIM E-learning is increasingly used in education, creating a learning environment that needs to be studied thoroughly for developing new learning opportunities. BACKGROUND Drawing from the community of inquiry framework, the present work provides the theoretical foundation and measurement validation of the Self-Perceived E-Learning Environment Scale (SEES). The SEES measures core aspects of the e-learning context: autonomous strategic planning, social interaction, and teacher feedback. METHOD Through two studies carried out in sample of nursing students, an exploratory (n = 302) and confirmatory (n = 245) factor analysis revealed a three-factor structure. RESULT The results provide empirical evidence of appropriate psychometric properties (i.e., reliability, validity). CONCLUSION The SEES can be used in a higher education context, particularly in nursing education programs. Theoretical, methodological, and practical implications for exploring the e-learning environment in nursing educational settings are discussed.
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Affiliation(s)
- Letizia Dal Santo
- About the Authors Letizia Dal Santo, PhD, is an adjunct professor, Department of Diagnostics and Public Health, University of Verona, Verona, Italy. Marco Peña-Jimenez, PhD, is associate professor of work and organizational psychology, Parisian Laboratory of Social Psychology (LAPPS, EA 4386), Work, Ergonomics, Guidance and Organizations Research Group (TE2O), Department of Psychology, Paris Nanterre University, Nanterre, France. Federica Canzan, PhD, and Luisa Saiani, PhD, are faculty (associate and full professor, respectively), Department of Diagnostics and Public Health, University of Verona. Adalgisa Battistelli, PhD, was full professor of work and organizational psychology, Laboratory of Psychology EA4139, University of Bordeaux, Bordeaux, France. The authors would like to thank Professorr Adalgisa Battistelli, who passed away before this manuscript was finished, for her important contributions to the realization of this work. We thank and honor her memory and the legacy she left us. For more information, contact Dr. Peña-Jimenez at
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Turan Z, Karabey SC. The use of immersive technologies in distance education: A systematic review. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-24. [PMID: 37361798 PMCID: PMC10160721 DOI: 10.1007/s10639-023-11849-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Accepted: 04/25/2023] [Indexed: 06/28/2023]
Abstract
This study aims to conduct a systematic review that includes studies on the use of immersive technologies in distance education. For this purpose, 132 studies detected by searching Web of Science, Eric, Taylor & Francis and Education Full Text (EBSCO) databases were examined. The studies were analysed using the content analysis method. As a result of the analyses, it was observed that the first study investigating the subject was conducted in 2002, and the number of related studies increased over the years. In addition, these studies were primarily conducted quantitatively, were mainly journal articles, and originated mostly from China and the USA. Moreover, the sample groups of these studies consisted mostly of university students. Therefore, they mainly used academic performance and motivation variables. Furthermore, these studies were conducted primarily in the science and medical education disciplines. When the studies were evaluated in terms of publication journals, it was determined that they were published mostly in "Education Science" and "Computers & Education" journals. They were also included in the proceedings published within the scope of various conferences. When the application platforms in the studies were examined, it was determined that the UNITY and ARTUTOR platforms were mostly used. The findings of the studies revealed that the increase in academic performance and motivation was one of the most reported advantages of such technologies. On the other hand, the problems caused while using these technologies and the internet were the most reported difficulties in the studies. Finally, the review presented suggestions for future studies.
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Affiliation(s)
- Zeynep Turan
- Department of Computer Education & Instructional Technology, Faculty of Education, Ataturk University, 25240 Erzurum, Turkey
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Speidel R, Felder E, Schneider A, Öchsner W. Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc19. [PMID: 37361246 PMCID: PMC10285369 DOI: 10.3205/zma001601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Revised: 11/21/2022] [Accepted: 01/30/2023] [Indexed: 06/28/2023]
Abstract
Aim During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching. Methods A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience. Results The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats. Conclusions VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.
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Affiliation(s)
- Robert Speidel
- Ulm University, Medical Faculty, Division of Learning and Teaching, Competence Center eEducation in Medicine, Ulm, Germany
| | - Edward Felder
- Ulm University, Institute of General Physiology, Ulm, Germany
| | - Achim Schneider
- Ulm University, Faculty of Medicine, Division of Learning and Teaching, Ulm, Germany
| | - Wolfgang Öchsner
- University Hospital Ulm, Clinic for Anesthesiology and Intensive-Care Medicine, Ulm, Germany
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Pikhart M, Klimova B, Cierniak-Emerych A, Dziuba S. A Comparative Analysis of Perceived Advantages and Disadvantages of Online Learning. Behav Sci (Basel) 2023; 13:bs13030262. [PMID: 36975287 PMCID: PMC10045390 DOI: 10.3390/bs13030262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 03/12/2023] [Accepted: 03/13/2023] [Indexed: 03/19/2023] Open
Abstract
The use of electronic media has increased dramatically in the past decade due to the general increase in digitization of global societies. This trend has been recently enhanced by the COVID-19 occurrence and following forced implementation of various forms of eLearning into university curricula, including all forms of second language (L2) acquisition. The present study focuses on the evaluation of perceived advantages and disadvantages of online L2 acquisition via electronic media by university students of the Czech Republic (n = 114) and Poland (n = 121). The research methodology was an online questionnaire asking the users of digital media for L2 acquisition about their perceived advantages and disadvantages regarding the use of print and digital media and their potential impact on their L2 acquisition. To understand their evaluation is crucial as it could lead to increased motivation or demotivation to learn a foreign language. The results clearly show that the students realize the drawbacks of digital media and this could lead to their dissatisfaction and frustration when they have to use these media excessively. The implications of the findings could be helpful and necessary for various course designers, curricula makers, and course tutors as they are responsible for the smooth implementation of various digital tools into the educational process.
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Affiliation(s)
- Marcel Pikhart
- Faculty of Informatics and Management, University of Hradec Kralove, 500 03 Hradec Králové, Czech Republic
- Correspondence:
| | - Blanka Klimova
- Faculty of Informatics and Management, University of Hradec Kralove, 500 03 Hradec Králové, Czech Republic
| | - Anna Cierniak-Emerych
- Faculty of Informatics and Management, Wroclaw University of Economics and Business, 53-345 Wrocław, Poland
| | - Szymon Dziuba
- Faculty of Informatics and Management, Wroclaw University of Economics and Business, 53-345 Wrocław, Poland
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Al Breiki M, Al Abri A, Al Moosawi AM, Alburaiki A. Investigating science teachers' intention to adopt virtual reality through the integration of diffusion of innovation theory and theory of planned behaviour: the moderating role of perceived skills readiness. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:6165-6187. [PMID: 36406791 PMCID: PMC9645331 DOI: 10.1007/s10639-022-11367-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 09/20/2022] [Indexed: 05/24/2023]
Abstract
This study contributes to the extant literature on instructional technology by investigating the relationships between the social and personal factors and behavioral intention to use virtual reality. Moreover, the current study examined the links between perceived characteristics of virtual reality and attitude and the moderating role that can be played by perceived skills readiness between those links. Inspired by the Theory of Planned Behaviour and Diffusion of Innovation Theory, a set of hypotheses was formed to test the proposed relationships using structural equation modeling partial least square to a sample of 171 science teachers in Oman. The results showed that attitude, social norms and perceived behavioral control can predict behavioral Intention to use virtual reality with attitude as the strongest predictor. Furthermore, the results indicated that relative advantage could predict attitude towards using virtual reality while compatibility and observability cannot. Finally, perceived skills readiness can strengthen the relationship between the perceived characteristics of virtual reality applications (relative advantage, compatibility and observability) and attitude towards using the virtual reality in the science classroom. Thus, this study highlights the importance of focussing on science teachers' skills readiness to use virtual reality so that they can use it confidently. Implications and future research studies are discussed.
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Affiliation(s)
- Musabah Al Breiki
- Centre for instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, Malaysia
| | - Abdullah Al Abri
- English Language Centre, University of Technology and Applied Sciences (UTAS), Nizwa, Oman
| | - Abdul Mutalib Al Moosawi
- Ministry of Education, Sultanate of Oman – Muscat, Muscat Al-Madinah International University, Kuala Lumpur, Malaysia
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Friston S, Congdon B, Steed A, Santos BS, Alford G. Teaching Social Virtual Reality With Ubiq. IEEE COMPUTER GRAPHICS AND APPLICATIONS 2022; 42:116-122. [PMID: 37015713 DOI: 10.1109/mcg.2022.3211729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
We share our experiences of teaching virtual reality with Ubiq, an open-source system for building social virtual reality (VR). VR as a subject touches on many areas, including perception, human-computer interaction, and psychology. In our VE module, we consider all aspects of VR. In recent years, networked VR, and in particular social VR, has become increasingly relevant, at the same time as demand for online and hybrid teaching has increased. Commercial social virtual reality systems have proliferated, but for a number of reasons, this has not resulted in systems any more suitable for research and teaching. As a result we created Ubiq, a system for building social VR applications designed first for research and teaching. In this article, we describe how Ubiq came to be, and our experiences of using it in our virtual environments module over the last two years.
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Do Ethics and Values Play a Role in Virtual Education? A Study on the Perception of Students and Teachers. JOURNAL OF ACADEMIC ETHICS 2022; 21:343-356. [PMID: 36247220 PMCID: PMC9540117 DOI: 10.1007/s10805-022-09459-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/19/2022] [Indexed: 12/02/2022]
Abstract
Learning in virtual environments is an ethical experience. This research aimed to understand the ethical experience of a virtual learning environment from the perspective of university students and their teachers. The participants were 205 higher education students from different Spanish-speaking countries (Colombia, Argentina, Mexico, Ecuador, and Spain) and 30 teachers who acted as tutors in virtual education. The study used a design-based research method and quantitative instruments for the collection of empirical data. The data analysis showed that students and teachers perceive responsibility, commitment, and respect as values inherent to virtual education, and may have a moderately different ethical experience based on these values. With this research, we intend to contribute to a better understanding of the coexistence of human beings in virtual learning environments. We argue that it is necessary to question or rethink the pedagogical paradigms that guide virtual education, endowing them with humanity, and recognizing their ethical dimension as funda-mental.
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Enhancing Remote Industrial Training Experiences with Asymmetric Virtual Reality: Experiences, Tools and Guidelines. APPLIED SCIENCES-BASEL 2022. [DOI: 10.3390/app12157745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Training in virtual reality (VR) is a valuable supplementing tool for advancing knowledge transfer that results in increased efficiency and accuracy of technicians in fieldwork. However, COVID-19 pandemic restrictions made it impossible for VR training centers to operate on a full scale, forcing traditional face-to-face learning sessions to become remote. In this article, we investigate the asymmetric use of a VR training solution—among devices with different levels of immersion and control—to enrich the content of remote training sessions. The VR in this case can be seen as a source of visual and other contextual information to advance the effects of situated learning and enhance knowledge transfer. To evaluate this approach, we conducted a remote user study with ten industrial maintenance and installation experts. We also introduce the “Research Panel” tool to gather reactions of learners during the remote training session. The expert user study results demonstrate the usefulness and relevance of asymmetric VR to improve remote training sessions and other application industrial scenarios, while the “Research Panel” data provided detailed insight into the session flow. Building on the qualitative findings, we present design guidelines to aid the adoption of asymmetric VR in the industrial context.
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Rojas-Sánchez MA, Palos-Sánchez PR, Folgado-Fernández JA. Systematic literature review and bibliometric analysis on virtual reality and education. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:155-192. [PMID: 35789766 PMCID: PMC9244075 DOI: 10.1007/s10639-022-11167-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Accepted: 06/13/2022] [Indexed: 05/30/2023]
Abstract
The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching-learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called "disruptive process" came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching-learning processes.
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Affiliation(s)
| | - Pedro R. Palos-Sánchez
- Department of Financial Economics and Operations, University of Sevilla, Seville, Spain
- NECE-UBI Research Unit in Business Sciences, University of Beira Interior (UBI), Covilhã, Portugal
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Didactic Use of Virtual Reality in Colombian Universities: Professors’ Perspective. MULTIMODAL TECHNOLOGIES AND INTERACTION 2022. [DOI: 10.3390/mti6050038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
This paper presents quantitative research on the perception of the didactic use of virtual reality by university professors in Colombia, with special attention to the differences according to their area of knowledge, as the main variable, and gender and digital generation, as secondary variables. The study involved 204 professors from different Colombian universities. As an instrument, a survey designed for this purpose was used with four scales that were used to measure, on a Likert scale, different dimensions involving the participants’ perception of the use of virtual reality in the classroom. The answers were analyzed statistically and the differences in the perceptions have been identified by means of parametric statistical tests according to the following: (i) area of knowledge, (ii) gender, (iii) digital generation of the participants. The results showed that the participants expressed high valuations of virtual reality, despite having intermediate or low levels of digital competence. Gaps were identified in terms of area of knowledge, gender, and digital generation (digital natives or immigrants) with respect to opinions of virtual reality and digital competence. The highest valuations of virtual reality are given by professors of Humanities, and by digital natives. It is suggested that Colombian universities implement training plans on digital competence for professors and that these plans be aimed at strengthening knowledge of virtual reality.
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Design, Development, and Evaluation of a Virtual Reality Serious Game for School Fire Preparedness Training. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12040281] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Immersive virtual reality (VR) is a technology that can be effective for procedural skills training through game-based simulations such as serious games. The current study describes the instructional design, development, and evaluation of the FSCHOOL fire preparedness serious game in a cave automatic virtual environment (CAVE-VR) for elementary school teachers. The main game mechanics include a storytelling scenario, enhanced realism, freedom of movement, levels, and points corresponding to the learning mechanics of instruction, action, simulation, discovery, repetition, and imitation. The game was developed in Unity 3D with the help of the Fire Dynamics Simulator and a script to emulate and visualize fire propagation. The game featured three levels to respond to school fire safety regulations and was evaluated by elementary school teachers (N = 33) in Greece. A comparative quantitative study was conducted with experimental and control groups. The results indicate that the VR serious game is appropriate for training, providing challenge, enjoyment, and mastery.
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Hwang S, Kim HK. Development and validation of the e-learning satisfaction scale (eLSS). TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.02.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Meta-Governance Framework to Guide the Establishment of Mass Collaborative Learning Communities. COMPUTERS 2022. [DOI: 10.3390/computers11010012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/07/2022]
Abstract
The application of mass collaboration in different areas of study and work has been increasing over the last few decades. For example, in the education context, this emerging paradigm has opened new opportunities for participatory learning, namely, “mass collaborative learning (MCL)”. The development of such an innovative and complementary method of learning, which can lead to the creation of knowledge-based communities, has helped to reap the benefits of diversity and inclusion in the creation and development of knowledge. In other words, MCL allows for enhanced connectivity among the people involved, providing them with the opportunity to practice learning collectively. Despite recent advances, this area still faces many challenges, such as a lack of common agreement about the main concepts, components, applicable structures, relationships among the participants, as well as applicable assessment systems. From this perspective, this study proposes a meta-governance framework that benefits from various other related ideas, models, and methods that together can better support the implementation, execution, and development of mass collaborative learning communities. The proposed framework was applied to two case-study projects in which vocational education and training respond to the needs of collaborative education–enterprise approaches. It was also further used in an illustration of the MCL community called the “community of cooks”. Results from these application cases are discussed.
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Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers. COMPUTERS 2021. [DOI: 10.3390/computers10100134] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.
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Combat Tanking in Education - The TANC Model for Playful Distance Learning in Social Virtual Reality. INTERNATIONAL JOURNAL OF GAMING AND COMPUTER-MEDIATED SIMULATIONS 2021. [DOI: 10.4018/ijgcms.291539] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This study examines the impact on engagement and affective outcomes of playful learning in Social Virtual Reality (SVR) for distance and open education settings and aims to provide a practical framework for playful learning design. Three case studies in the United States and Greece were examined where playful learning was organized for e-learning. Data collection methods include questionnaires, observation of online course meetings, reviewing of course communications and chat logs records, students and instructors interviews, student coursework assessments, and reflections. Findings indicated that playful learning experiences in SVR can increase academic interest, intrinsic motivation, engagement level, satisfaction, and completion rates. Instructors’ genuine investment in a thoughtful, sophisticated humorous approach was vital for students’ buy-in. Finally, guiding principles for playful learning design in SVR are summarized in a model involving four dimensions; theme, actions, narrative and auxiliary components (TANC).
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Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence. COMPUTERS 2021. [DOI: 10.3390/computers10090110] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project “My Future Colleague Robot”, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.
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