Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior DOI Creative Commons
Valdemar Stenberdt, Guido Makransky

Computers & Education, Journal Year: 2023, Volume and Issue: 198, P. 104760 - 104760

Published: Feb. 17, 2023

The rapid digitalization following COVID-19 necessitates best-practice knowledge on how to use educational technologies such as immersive virtual reality (IVR). At the same time, deal with climate change, we require new ways embed change education in formal education. current study is one of first investigate feasibility an alternative approach improving waste management classroom part education, utilizing mastery experiences IVR. We explore a novel IVR simulation management, example pro-environmental behavior, for A total 173 high school students participated pre-registered intervention investigating impact and intentions act pro-environmentally. 2x2 design was used compare different approaches based instructional elements instruction sequence (Direct Instruction vs. Productive Failure) feedback (Corrective Feedback Exaggerated Feedback). results indicated that effective increasing students' (η2 = 0.41), 0.10), self-efficacy 0.4), response efficacy 0.35) found interesting enjoyable. Furthermore, predict (B 0.190, p .015), supporting idea cognitive affective factors drive effectiveness No significant differences were elements. This suggests can be technology learning through experiences, but more research boundary conditions when apply effectively needed.

Language: Английский

The potential of immersive virtual reality to enhance learning: A meta-analysis DOI
Murat Çoban, Yusuf Bolat, İdris Göksu

et al.

Educational Research Review, Journal Year: 2022, Volume and Issue: 36, P. 100452 - 100452

Published: March 21, 2022

Language: Английский

Citations

141
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses DOI
Alex Barrett, Austin Pack, Ethan Douglas Quaid

et al.

Computers & Education, Journal Year: 2021, Volume and Issue: 169, P. 104214 - 104214

Published: April 21, 2021

Language: Английский

Citations

105
Immersive virtual reality for science learning: Design, implementation, and evaluation DOI Creative Commons
Henry Matovu, Dewi Ayu Kencana Ungu, Mihye Won

et al.

Studies in Science Education, Journal Year: 2022, Volume and Issue: 59(2), P. 205 - 244

Published: July 2, 2022

The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 understand how science designed, implemented, evaluated IVR-based learning. design features (sensory, actional, narrative, social) originally suggested by Dede provided the framework analysis of IVR designs. Educators commonly adopted better aid abstract concepts enhance learning experience. applications tended have sensory actional features, leaving out narrative social features. Learning theories did not appear play a strong role design, implementation, evaluation Participants generally reported their experiences as positive on engagement motivation but outcomes were mixed. No particular identified result outcomes. Careful consideration alignment with rationales adopting methods may contribute more productive investigations benefits improve teaching

Language: Английский

Citations

80
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review DOI Creative Commons
Mihye Won, Dewi Ayu Kencana Ungu, Henry Matovu

et al.

Computers & Education, Journal Year: 2022, Volume and Issue: 195, P. 104701 - 104701

Published: Dec. 20, 2022

To investigate how learning in immersive Virtual Reality was designed contemporary educational studies, this systematic literature review identified nine design features and analysed 219 empirical studies on the designs of activities with Reality. Overall, technological for physical presence were more readily implemented investigated than pedagogical engagement. Further analysis k-means clustering revealed five approaches varying levels interactivity openness tasks, from watching virtual worlds passively to responding personalised prompts. Such differences appeared stem different practical priorities, such as accessibility, interactivity, This highlights diversity task illustrates researchers are navigating concerns. We recommend future recognise priorities when designing evaluating also that reviews Reality-based not only by topics or learner demographics, but experiences.

Language: Английский

Citations

79
Virtual reality for safety training: A systematic literature review and meta-analysis DOI Creative Commons

D. G. Scorgie,

Zhongxiang Feng, Daniel Paes

et al.

Safety Science, Journal Year: 2023, Volume and Issue: 171, P. 106372 - 106372

Published: Nov. 18, 2023

Unsafe behaviour in the workplace and disaster events can lead to serious harm damage. Safety training has been a widely studied topic over past two decades. Its primary aim is save lives minimise damage but requires regular refreshers. New digital technologies are helping process of enhancing safety for better knowledge acquisition retention. Among them, Virtual Reality (VR) provide an engaging exciting experience, there need evaluate its application effectiveness training. This study aims investigate VR solutions applied various industries (excluding medical military applications), such as construction, fire, aviation, mining. was achieved by systematically reviewing 52 articles published between 2013 2021 answer nine research questions. Fourteen domains were examined, with construction fire being most prevalent since 2018. Findings reveal that only small percentage (9.6 %) studies explicitly adopted theories while developing testing applications. Additionally, this review highlights critical long-term retention measurements, 36 % provided data. Finally, meta-analyses proposed work demonstrate outperforms traditional terms

Language: Английский

Citations

47
Go green: evaluating an XR application on biodiversity in German secondary school classrooms DOI Creative Commons
Miriam Mulders, Kristian H. Träg, Lara Kirner

et al.

Instructional Science, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 4, 2025

Language: Английский

Citations

2
Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences DOI
Mina C. Johnson‐Glenberg,

Hannah Bartolomea,

Elena Kalina

et al.

Journal of Computer Assisted Learning, Journal Year: 2021, Volume and Issue: 37(5), P. 1263 - 1284

Published: June 1, 2021

Abstract Experiences in immersive 3D virtual reality (VR) are more presence‐inducing, and so it may be tempting to claim that content will learned better VR. This randomized control trial study on natural selection challenges assumption. answers the question of whether learning STEM an VR environment is always superior via a 2D monitor (PC). 2 × 3 design. The first factor platform immersivity (low = PC, or high VR), second level embodiment (lower watching playback video, higher using mouse/controller agentically manipulate content), third test time (pretest, posttest, follow‐up). There was significant main effect for embodiment, embodied agentic groups most. not platform, because participants low group performed significantly worse than three other groups. Although, one embodied, retained most knowledge. A path‐analysis revealed mediated by presence, agency, engagement. smaller gain condition suggests come experience with expectations about agency content, when those were met, disconnect deleterious learning. More interactive manipulable encouraged. Design critical, destiny.

Language: Английский

Citations

73
A meta-analysis of the effect of virtual reality technology use in education DOI
Zhonggen Yu

Interactive Learning Environments, Journal Year: 2021, Volume and Issue: 31(8), P. 4956 - 4976

Published: Oct. 20, 2021

With the rapid development of information technologies, virtual reality (VR) has caught much attention in education. However, scanty studies have been committed to a meta-analysis its effect education terms various components. This study, through meta-analysis, systematically reviews VR technologies on educational outcomes It concludes that generally exert strong and positive influence despite some negative findings their anxiety, cognition, creativeness, gender differences, learning attitudes, learner satisfaction, engagement. Future research could expand by including more publications examine interdisciplinary cooperation.HighlightsThe use significantly improve overall at .05 level education;The achievements level;A proper VR-based design may be conducive results.

Language: Английский

Citations

66
Business Analytics and Competitive Advantage for SMEs in UAE: A Mediating Role of Technology Assets DOI
Ahmad Ibrahim Aljumah, Mohammed T. Nuseir, Ghaleb A. El Refae

et al.

2022 International Arab Conference on Information Technology (ACIT), Journal Year: 2022, Volume and Issue: unknown, P. 1 - 9

Published: Nov. 22, 2022

The small and medium enterprises (SMEs) working in UAE are facing challenges to develop a competitive advantage. bad decision-making by the management is reason behind failure of SMEs. Therefore, purpose this study identify role business analytics as advantage for SMEs utilizing quantitative data collected from employees UAE. 500 questionnaires were distributed collect data; 370 considered analyses. findings revealed important developing Besides, analytics, competition, top management, technological assets critical right decision-making. Consequently, contributes body knowledge with theoretical framework defining relationship between different variables study. also has practical implications enhancing

Language: Английский

Citations

56
Effect of blended learning on student performance in K‐12 settings: A meta‐analysis DOI
Shuqin Li, Weihua Wang

Journal of Computer Assisted Learning, Journal Year: 2022, Volume and Issue: 38(5), P. 1254 - 1272

Published: June 20, 2022

Abstract Background Blended learning programs in Kindergarten through Grade 12 (K‐12) classrooms are growing popularity; however, previous studies assessing their effects have yielded inconsistent results. Further, not been completely quantitatively synthesized and evaluated. Objectives The purpose of this study is to synthesize the overall blended on K‐12 student performance, distinguish most effective domains outcomes, examine moderators effects. Methods For purpose, conducted a meta‐analysis 84 published between 2000 2020, involved 30,377 students. Results Conclusions revealed that can significantly improve students' performance [ g = 0.65, p < 0.001, 95% CI (0.54–0.77)], particularly cognitive domain 0.74, (0.61–0.88)). testing indicates factors moderating impact these included group activities, educational level, subject, knowledge type, instructor, sample size, intervention duration region. Implications results indicate an way compared traditional face‐to‐face (F2F) learning. Additionally, findings highlight valuable recommendations for future research practices related approaches settings.

Language: Английский

Citations

47