Using Immersive Virtual Reality in an Online Biology Course

Journal for STEM Education Research, Journal Year: 2023, Volume and Issue: 6(3), P. 480 - 495

Published: May 12, 2023

Abstract Interest in virtual reality (VR) for teaching and learning higher education is growing, given its many potential applications. VR offers a socially interactive environment with novel ways to engage students materials, objects, activities provide experiences such as “field trips” that would be otherwise very difficult. Preliminary work indicates overall positive gains student across disciplines compared other technology traditional techniques, although more studies are needed better our understanding of this tool. We employed an “immersive” (with head-mounted display) online course which provided the opportunity interact peers activities. asked about perceptions experience how using impacts students’ performance. also noted benefits challenges course. Students perceived helpful component course, performance on cardiovascular unit assessment did not differ previous semester without VR.

Language: Английский

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Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Journal of Computer Assisted Learning, Journal Year: 2023, Volume and Issue: 39(4), P. 1368 - 1381

Published: March 17, 2023

Abstract Background Benefited from advances in technology, virtual reality (VR) has been widely applied to learning content operational training as well hands‐on courses. However, most current studies tend evaluate effectiveness this application, and few were focused on how learners can be benefited transferring the knowledge learned real‐world field performance. Moreover, application‐oriented courses such embedded electronic circuits, our best knowledge, none presented interactive materials with combination of VR neither understanding changes cognition, anxiety, confidence during process. Method Objective We combine technology tasks design a VR‐based circuit system. conduct quasi‐experiment investigate differences comprehension, application levels different environments, assess performance, when applying tasks. Results Groups that receive VR‐mediated exhibit superior levels. In addition, higher lower anxiety practical Conclusions outcomes after learning. To improve experience performance for an course, we discuss terms concepts environment transferred real world. The results show achieve better cognitive process through system described here. Better was also obtained low high

Language: Английский

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Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education

Educational Psychology Review, Journal Year: 2024, Volume and Issue: 36(3)

Published: July 3, 2024

Abstract A substantial amount of media comparison research has been conducted in the last decade to investigate whether students learn Science, Technology, Engineering, and Mathematics (STEM) content better immersive virtual reality (IVR) or more traditional learning environments. However, a thorough review design implementation conventional IVR conditions studies not examine extent which specific affordances can be pinpointed as causal factor enhancing learning. The present filled this gap literature by examining degree have controlled on instructional methods within K-12 higher education STEM base. Thirty-eight published journal articles, conference proceedings, dissertations related between years 2013 2022 were coded according 15 categories. These categories allowed for extraction information characteristics determine control each experimental comparison. Results indicated only 26% all comparisons examined an condition fully five key criteria. Moreover, 40% had at least one confound method content. When looking outcomes studies, it was difficult gather clear picture benefits pitfalls when much confounded and/or lacked sufficient if variables. Implications recommendations future are discussed.

Language: Английский

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Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?

Journal of Computer Assisted Learning, Journal Year: 2022, Volume and Issue: 39(1), P. 218 - 230

Published: Sept. 12, 2022

Abstract Introduction This study investigates the effectiveness of segmentation principle from cognitive theory multimedia learning as well generative strategy summarization in immersive virtual reality (IVR) within a sample preadolescents. Although previous research has supported these instructional methods learning, it remains unclear whether segmentation, or combination both are superior to stand‐alone IVR lesson facilitating learning. Methods To address this gap, 190 sixth seventh grade students learned about human body an lesson. Students were randomly assigned one four experimental conditions: (a) divided into segments (segmentation condition); (b) lesson, where summarized after entire (summarizing (c) presented segments, each segment (combined and (d) without any manipulation (control condition). Results indicated that, compared control condition, adding leads better transfer, but not acquiring more factual knowledge. Combining two did improve Conclusion The findings support evidence that choosing appropriate for lessons can foster transfer.

Language: Английский

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Investigating the effectiveness of immersive VR skill training and its link to physiological arousal

Virtual Reality, Journal Year: 2022, Volume and Issue: 27(2), P. 1091 - 1115

Published: Nov. 14, 2022

Language: Английский

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