Virtual reality and gamification in education: a systematic review

Educational Technology Research and Development, Год журнала: 2024, Номер 72(3), С. 1691 - 1785

Опубликована: Март 19, 2024

Abstract This study aims to analyze the use of virtual reality and gamification in education by examining existing literature. In addition reality, this focuses on gamified learning environments which refer that integrate elements mechanisms. Based Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type study, subject, publication year. The related articles retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, Web Science). A total 112 included, 16 research questions explored, thematic analysis conducted. To evaluate quality Mixed Methods Appraisal Tool (MMAT) used. According findings, support several pedagogical theories approaches. Their adoption integration into can enrich transform traditional teaching assessed positively students teachers. Gamification significantly affected students’ achievements. comparison environments, more motivating, engaging, interactive offered opportunities personalized collaborative learning. Through realistic experiences offered, immersion social presence be enhanced, knowledge acquisition improved, material comprehension facilitated. Positive changes student attitude, behavior, mentality as well improved cognitive, physical, social–emotional development observed. When using both gamification, outcomes, motivation, engagement, self-efficacy increased. Additionally, academic performance, active involvement, satisfaction improved. Students’ curiosity, imagination, focus, interest enhanced their skills competences developed. Finally, emerged an effective tool improve at all levels, subjects, contexts.

Язык: Английский

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Empowering sustainability in the built environment: A technological Lens on industry 4.0 Enablers

Technology in Society, Год журнала: 2023, Номер 76, С. 102427 - 102427

Опубликована: Ноя. 23, 2023

Язык: Английский

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How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach

Frontiers in Psychology, Год журнала: 2023, Номер 13

Опубликована: Янв. 6, 2023

Introduction Interest in interactive virtual reality (IVR) is increasing due to its potential for embodied learning and group-led teaching. However, few studies have investigated the internal mechanism by which IVR technology features experiences affect outcomes terms of psychological emotional value. Based on media models control value theory achievement emotions (CVTAE), this study uses structural equation modeling (SEM) investigate correlations among elements features, experiences, outcomes. It also emphasizes role played experience context. Methods The sample referenced consisted 480 college students (193 males) who were simultaneously engaged guided inquiry an IVR-based COVID-19 pandemic science museum groups 10. Results findings suggest that presence perceived enjoyment a key mediating effect relationship between (VR) simulation. In addition, results indicate more strongly correlated with effects, while satisfaction. Discussion These provide intellectual support theoretical backing VR-based instructional design environmental development. Moreover, has practical regard future large-scale application experiential teaching, promotion digital transformation intelligence upgrading education.

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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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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Investigating the use of virtual reality to improve speaking skills: insights from students and teachers

Smart Learning Environments, Год журнала: 2023, Номер 10(1)

Опубликована: Окт. 24, 2023

Abstract There is ongoing scientific discussion on the role of innovative technologies in enhancing teaching and learning. Technologies like augmented reality, virtual mixed artificial intelligence, generative intelligence have sparked debates broader literature. To contribute to discussions these topics bridge gaps existing works literature potentials challenges this paper provides insights from students teachers use reality for speaking skills so far lacking academic prose domain. Given that study only focused obtaining student teacher insights, a mixed-method research design used questionnaires interviews was implemented investigate study. After analyzing data 85 participants, found although could improved students' more efficiently, it fun exciting learning experience teachers. Other novel findings were instrumental making pedagogic conclusions study's objective.

Язык: Английский

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Theory-Based Learning Design with Immersive Virtual Reality in Science Education: a Systematic Review

Journal of Science Education and Technology, Год журнала: 2023, Номер 32(3), С. 390 - 432

Опубликована: Март 31, 2023

Язык: Английский

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Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

Journal of Educational Technology Systems, Год журнала: 2022, Номер 51(2), С. 146 - 168

Опубликована: Окт. 19, 2022

While virtual reality (VR) technology can provide students with first-hand and situational learning experiences, limited studies have integrated VR in a K-12 classroom, resulting the lack of understanding benefits challenges use classroom settings. To examine impact on student learning, this study employed mixed-methods quasi-experimental research approach fully immersive (i.e., Oculus Quest) non-immersive 3D website) into 9th-grade social classrooms. The findings demonstrated that while quantitative data did not demonstrate statistically significant improvement knowledge development engagement after VR, qualitative showed positive engagement. Furthermore, growth was observed historical empathy use. share critical insight integration classroom.

Язык: Английский

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A meta-analysis of the effects of spherical video-based virtual reality on cognitive and non-cognitive learning outcomes

Interactive Learning Environments, Год журнала: 2023, Номер unknown, С. 1 - 18

Опубликована: Март 12, 2023

Recent years have seen an increase number of studies on spherical video-based virtual reality (SVVR) in education.However, the impact SVVR learning performance remains unclear and cannot be simply generalized from traditional VR-based education. The purpose this study was to examine overall effects cognitive non-cognitive outcomes explore a set moderating variables student, technology, pedagogy, methodology aspects. meta-analysis examined 33 31 articles that compare other instructional conditions. All analyzed were published between 2018 2021, sourced ERIC, Web Science, Scopus, Google scholar. This resulted 27 independent effect sizes 23 outcomes. Overall, we found had low-medium medium outcomes, respectively. For significantly moderated by scaffolding type duration. interaction functionality, duration, learner's stage, research setting, source SVVR, type. A detailed discussion findings implications for teaching with provided.

Язык: Английский

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Expanding Horizons: Fostering Creativity and Curiosity through Spherical Video‐Based Virtual Reality in Project‐Based Language Learning

TESOL Quarterly, Год журнала: 2024, Номер 58(4), С. 1786 - 1800

Опубликована: Май 13, 2024

Abstract The aim of this study is to explore how the creation spherical video‐based virtual reality (SVVR) influences students' creativity and curiosity in project‐based language learning (PBLL). Technology widely used various instructional contexts, due increasing interest VR technologies, current investigated SVVR technology PBLL might influence self‐assessment curiosity. Twenty‐seven students participated an SVVR‐enhanced PBL course were asked complete two questionnaires on Data from reflective journals teacher notes also analyzed investigate implementations for using learning. findings showed that their levels demonstrated statistically significant development. qualitative data analysis identified English competence as a factor could have influenced performance during course. support potential motivating embrace new ideas perspectives while participating authentic problem‐solving activities.

Язык: Английский

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