Virtual Reality in Education: A Review of Learning Theories, Approaches and Methodologies for the Last Decade

Electronics, Год журнала: 2023, Номер 12(13), С. 2832 - 2832

Опубликована: Июнь 26, 2023

In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts ideas more efficiently effectively. VR technology has enabled educators develop a wide range experiences, from trips complex simulations, that may be utilized engage students help learn. Learning theories approaches are essential for understanding how learn design effective experiences. This study examines most recent published findings in educational connected use systems tutoring purposes. Seventeen research studies meet search criteria have been found database, each focuses on at least one theory or approach related using VR. These yielded five approaches, methodology, theoretical framework, which presented context education. include constructivism learning, experiential gamification John Dewey’s by doing, flow theory, Cognitive Theory Multimedia Learning, thinking, through problem solving, scientific discovery social constructivism, cognitive load Technology Pedagogical Content Knowledge Framework (TPACK). A major finding this is often theory/method, Experiential appropriate greatest future potential.

Язык: Английский

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Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

Computers & Education, Год журнала: 2022, Номер 195, С. 104701 - 104701

Опубликована: Дек. 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.

Язык: Английский

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Exploring the impact of ChatGPT on education: A web mining and machine learning approach

The International Journal of Management Education, Год журнала: 2024, Номер 22(1), С. 100932 - 100932

Опубликована: Янв. 12, 2024

ChatGPT, an artificial intelligence model, has garnered significant interest within education. This study examined public sentiment regarding ChatGPT's influence on education by utilizing web mining and natural language processing (NLP) techniques. By adopting empirical approach leveraging machine learning models to process 2003 articles, the extracts valuable insights. The results indicate that ChatGPT emerged as a crucial educational tool, offering advantages for both students educators. Notably, emphasized role in enhancing students' writing abilities fostering dynamic, interactive environments. capacity address broad spectrum of questions demonstrates its versatility adaptability, contributing more inclusive personalized experiences. However, also uncovered challenges tied academic integrity, such plagiarism cheating, which stem from incorporating AI-driven tools like into raises concerns ethical aspects, including responsible AI usage data privacy, highlights need institutions develop guidelines policies tool implementation study's findings hold theoretical practical implications integrating settings. It is first employ NLP techniques analyze opinions impact comprehensively.

Язык: Английский

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Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Янв. 16, 2025

Abstract As virtual reality (VR) and augmented (AR) continue to become popular, there remains a noticeable gap in understanding their potential for enriching science, technology, engineering, mathematics (STEM) learning among K-12 students. To address this knowledge gap, study systematically reviewed 117 articles published from 2010 2022 on the basis of technology-based model. Following PRISMA systematic review method, research methods, participants, devices, strategies, advantages challenges each article were coded analyzed. In last six years (i.e., 2017–2022), overall number studies experienced rapid growth. The largest focused VR/AR-supported science learning, followed by integrated STEM learning. Smartphone/tablet-based AR was most widely used while very few dedicated immersive devices. Most elementary school stage, at senior high schools underexplored. Studies tended measure effectiveness VR/AR quantitative methods. Situated task-based game-based strategies include positive impact individual learners teaching processes. contrast, also poses series learners, teachers, schools. face distractions, decreased efficiency effectiveness, diminished inquiry imagination, operational issues, discomfort. Teachers encounter difficulties maintaining classroom control, designing activities, acquiring technical competence, adapting new role facilitating student-centered Schools grapple with costs, inadequate infrastructure, lack private spaces, privacy concerns. Based our findings, we propose agendas enrich along significant implications practitioners effectively intricate implementation fully harness its potential.

Язык: Английский

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The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

Contemporary Educational Technology, Год журнала: 2023, Номер 15(2), С. ep407 - ep407

Опубликована: Янв. 31, 2023

Virtual reality (VR) is developing in line with the establishment of learning metaverse, although relationship between its acceptance and technological pedagogical content knowledge (TPACK) very unclear. Therefore, this study aims to determine effects facility condition (FC), model (TAM), TPACK on pre-service teachers’ use VR Indonesian science education courses. This emphasizes description these readiness designing for teaching integration. The survey was conducted using 406 preservice teachers from 12 universities, confirmatory factor analysis (CFA) partial least square-structural equation (PLS-SEM) subsequently utilized. results showed that PU (perceived usefulness), PEOU ease use), behavior Intention (BI), TPACK, FC were significantly positively related. However, two hypotheses emphasizing rejected. These are expected facilitate easily adopting

Язык: Английский

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A Systematic Review of Virtual Reality Features for Skill Training

Technology Knowledge and Learning, Год журнала: 2024, Номер 29(2), С. 843 - 878

Опубликована: Янв. 5, 2024

Abstract The evolving complexity of Virtual Reality (VR) technologies necessitates an in-depth investigation the VR features and their specific utility. Although is utilized across various skill-training applications, its successful deployment depends on both technical maturity context-specific suitability. A comprehensive understanding advanced features, experiential, prospective impact designated learning outcomes, application appropriate assessment methodologies essential for effective utilization technologies. This systematic literature review explored inherent associations between employed in professional training environments outcomes. Furthermore, this scrutinizes techniques to gauge effects applications scenarios. Preferred Reporting Items Systematic Reviews Meta-Analyses (PRISMA) method was used systematically select 50 empirical studies sourced from three (03) academic databases. analysis these articles revealed complex, context-dependent relationships training, with a pronounced emphasis skill-based outcomes over cognitive affective ones. also highlights predominantly subjective nature methods measure training. Additionally, findings call further exploration novel skill contexts encompassing as well other potential external factors that may influence VR.

Язык: Английский

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Immersive procedural training in virtual reality: A systematic literature review

Computers & Education, Год журнала: 2024, Номер 221, С. 105124 - 105124

Опубликована: Июль 26, 2024

Virtual reality (VR) head-mounted displays (HMDs) offer an immersive learning experience that could replicate real-life training. Our review identifies and critically analyses studies of interventions designed to provide procedural training via these media test outcomes associated with interventions. We undertook a systematic search the literature published between January 2013 March 2023 related using HMDs. methods protocol were guided by PRISMA framework. Thirty-three fulfilled broader inclusion criteria, while 23 fit stricter criteria measuring outcome. Studies categorized into three broad types: design or usability studies, comparisons, value-added research. Learning environments divided 360° video representations, serious games, simulations. included knowledge gain, retention, transfer. A subset 16 study results be in meta-analysis show significant positive medium effect size overall on as compared less environments. Knowledge transfer largest sizes. highlights richness diversity existing studies. find strong support for suggest important role embodied cognition maximizing outcomes. However, we also lack consistency intervention design, measured outcomes, terminology among In future, more experimental research designs similar types applications outcome measures are needed rigorously trends.

Язык: Английский

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Exploring the Unique Effects of Virtual and Mixed Reality on Students’ Science Learning Intentions

Journal of Media Psychology Theories Methods and Applications, Год журнала: 2025, Номер 37(2), С. 89 - 100

Опубликована: Апрель 1, 2025

Abstract: While the application of virtual reality (VR) and mixed (MR) technologies to enhance learning motivation in science education remains a hot topic that garners significant interest from scholars, there is paucity studies addressing whether how VR or MR may be more effective motivating students’ intention. Accordingly, current study investigates distinctive effects on intention through theoretical lenses plausibility illusion enjoyment. Employing within-subject design experiment ( N = 71), research explores experience solar system, either via headsets, impact learn using MR. We posited sense enjoyment will serially mediate XR modality (VR vs. MR) Results two-condition within-subjects mediation analysis confirmed mediating relationship between By exploring differences structural affordances technologies, this provides insights into understanding roles intentions.

Язык: Английский

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Features of Immersive Virtual Reality to Support Meaningful Chemistry Education

Journal of Chemical Education, Год журнала: 2023, Номер 100(4), С. 1537 - 1546

Опубликована: Март 21, 2023

One way of triggering students' interest in chemistry is making education more meaningful. Four characteristics meaningful (MCE) were identified projects that involved a redesign curriculum materials: daily life context, the need-to-know principle, input, and macro–micro connection. Chemistry has struggled with implementation learning. A possible solution might be use immersive virtual reality (IVR) classrooms, promising tool to support IVR can described as computer simulation provides an interactive simulated environment, while user wears head mounted display experience immersion presence environment. The aim this study was explore features MCE at secondary school level. systematic literature search done, experts consulted, animation- 360°-IVR lessons designed tested classrooms. Features could found both animation-IVR were: application MCE, necessity storyboard, difficulties realizing visualization, positive student experiences. These used design future MCE. needing careful consideration since they are different for need professional designer, degree interactivity, classroom all students same time.

Язык: Английский

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Metaverse for Education: Technical Framework and Design Criteria

IEEE Transactions on Learning Technologies, Год журнала: 2023, Номер 16(6), С. 1034 - 1044

Опубликована: Май 16, 2023

As a third-generation Internet form, the Metaverse has received widespread attention for its spatio-temporal expansion, high immersion, sensory extension, and human–computer integration. Considering prospect of application in field education, series studies on design Education frameworks applications have sprung up. However, there is no consensus technical framework Metaverse, how to key elements still an outstanding challenge. In this article, we propose novel five-layer guaranteed by management incentives mechanisms, including physical layer, data computational interaction layer. Moreover, criteria three (virtual avatars, virtual learning resources, teaching scenarios) are presented, as well modes. Based criteria, develop prototype system verify feasibility ease use. This article provides practical reference development applications, facilitating step forward standardization Metaverse.

Язык: Английский

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