Digital Psychology, Journal Year: 2023, Volume and Issue: 4(1S)
Published: Nov. 10, 2023
At first glance, the imagery on cover of a psychology journal dedicated to subject learning with augmented reality (AR) and virtual (VR) may seem odd, as it features apples oranges.However, choice image is highly relevant given main topic this issue Digital Psychology -comparative research designs where conditions cannot be accurately compared; classic example comparing oranges (e.g.
Language: Английский
Computers & Education, Journal Year: 2023, Volume and Issue: 207, P. 104931 - 104931
Published: Sept. 23, 2023
Learning in immersive virtual reality (VR) can be highly motivating, but the perceptual richness and activity distract students from core instructional message. Generative learning activities may mitigate some of limitations by helping learners focus on making sense key material. The main aim this study was to examine whether benefit being prompted engage individual or collaborative generative while immersed a VR lesson compared viewing same with no breaks. High school (N = 164) viewed biology adapted for about how our cells are structured function. For experimental conditions, split up into four parts, pause after each part where summarized points created representation cell; performed individually collaboratively within environment. Based theory, we predicted that engaging would display significantly higher posttest scores than control group. theories computer-supported learning, examined group achieve results showed adding more effective at improving activities. These consistent cognitive load theory demonstrate value lessons.
Language: Английский
Citations
30
Archives of Computational Methods in Engineering, Journal Year: 2024, Volume and Issue: 31(6), P. 3647 - 3697
Published: March 27, 2024
Language: Английский
Citations
14
Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown
Published: Jan. 10, 2025
Language: Английский
Citations
1
Systems, Journal Year: 2024, Volume and Issue: 12(9), P. 332 - 332
Published: Aug. 29, 2024
This study investigates the factors influencing undergraduate students’ self-directed learning (SDL) abilities in generative Artificial Intelligence (AI)-driven interactive environments. The advent of AI has revolutionized environments, offering unprecedented opportunities for personalized and adaptive education. Generative supports teachers delivering smart education, enhancing acceptance technology, providing personalized, experiences. Nevertheless, application higher education is underexplored. explores how these AI-driven platforms impact abilities, focusing on key teacher support, strategies, technology acceptance. Through a quantitative approach involving surveys 306 undergraduates, we identified motivation, technological familiarity, quality interaction. findings reveal mediating roles self-efficacy motivation. Also, confirmed that improvements support strategies within AI-enhanced environments contribute to increasing self-efficacy, acceptance, contributes uncovering can inform design more effective educational technologies enhance student autonomy outcomes. Our theoretical model research deepen understanding applying while important contributions managerial implications.
Language: Английский
Citations
5
Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(4)
Published: Oct. 27, 2023
Abstract The need to virtually collaborate across distributed locations has drastically increased. Developments such as the COVID-19 pandemic and new IT platforms like metaverse have spurred a host of immersive social applications that are accessed through head-mounted displays. This is expected stimulate surge in research on extended reality–supported collaborative learning (XRCL) which refers collaboration situations where technology displays used medium for learning. primary aim this article critically examine potential pedagogical benefits limitations using XRCL with objective developing theoretical framework describes fundamental factors make unique: theory (TICOL). In TICOL, we propose technological features, affordances, techniques can foster four psychological define fundamentally different compared occurs traditional systems (e.g., laptops): presence, physical body ownership, agency. These central hypothesize transform processes contexts their influence quality cognitive socio-emotional interaction, space, ultimately outcomes. Since its infancy, hope TICOL provide basis field by motivating researchers empirically challenge build our hypotheses develop deeper understanding if how media influences
Language: Английский
Citations
11
Journal of Research on Technology in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 21
Published: Feb. 18, 2025
Language: Английский
Citations
0
Communications in computer and information science, Journal Year: 2025, Volume and Issue: unknown, P. 68 - 80
Published: Jan. 1, 2025
Language: Английский
Citations
0
Published: March 8, 2025
Language: Английский
Citations
0
Journal of Computer Assisted Learning, Journal Year: 2024, Volume and Issue: 40(4), P. 1591 - 1604
Published: March 17, 2024
Abstract Introduction Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving question its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines with an investigation influence broader educational context. Methods In experiment, 262 students from two distinct types lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The received lesson topography contour line interpretation, using either environment or PowerPoint slideshow. A transfer test was carried out before, immediately after, 1 month after measure knowledge application. Results (immersive vs. slideshow) outcomes found be minimal, no clear advantage one over other any experimental condition. contrast, significant gains observed due type. Multi‐year consistently outperformed comprehensive pre‐test demonstrated greater gains, regardless media. Conclusion present innovative by integrating comparative analysis different into learner characteristics. By including schools, provides insights differential effects varied contexts.
Language: Английский
Citations
2
Frontiers in Education, Journal Year: 2024, Volume and Issue: 9
Published: June 11, 2024
Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of laboratories allows students take advantage many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity a real science laboratory. However, little research is currently available support efficacy efficiency this new tool. In context, main objective study was assess influence biotechnology by using immersive VR technologies on student’s motivational outcomes as compared with conventional methods only. To aim we tested two strategies, respectively were place addition teacher’s introductory lesson hands-on laboratory experience. Aligned questionaries administered before after proposed activities theoretical knowledge, self-efficacy, interest biotechnology, engagement participants. We found that when replaced an equivalent simulation, lower respect approach. On contrary, integrated additional tool existing methods, higher observed demonstrating deeper understanding contents. Furthermore, our showed motivates more than thus, technology could be considered win-win strategy raise attention while increasing outcomes.
Language: Английский
Citations
2