The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

Educational Psychology Review, Год журнала: 2021, Номер 33(3), С. 937 - 958

Опубликована: Янв. 6, 2021

Abstract There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons education training recently, which resulted many studies on the topic. are recent reviews summarize this research, but little work done that synthesizes existing findings into theoretical framework. The Cognitive Affective Model Immersive Learning (CAMIL) educational research to describe process learning IVR. general framework model suggests instructional methods based evidence from with less media generalize However, CAMIL builds interacts method. That is, certain facilitate affordances IVR specifically relevant medium. identifies presence agency as psychological IVR, describes how immersion, control factors, representational fidelity these affordances. six affective cognitive factors can lead IVR-based outcomes including interest, motivation, self-efficacy, embodiment, load, self-regulation. also factual, conceptual, procedural knowledge acquisition transfer. Implications for future design proposed.

Язык: Английский

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Signaling in virtual reality influences learning outcome and cognitive load

Computers & Education, Год журнала: 2021, Номер 166, С. 104154 - 104154

Опубликована: Фев. 6, 2021

Virtual reality (VR) learning environments are highly visual and need instructional aid to help the learner. Presenting too much information can impair selection organization processes by overloading learner's cognitive capacity. Signaling could support these highlighting relevant information. In this study we used signals in form of textual annotations. Research on multimedia design principles provides evidence that such foster learning, but address question whether signaling principle is also applicable a virtual environment. Particularly, investigate effects measuring different outcomes as well types load, i.e., extraneous, germane load between-subjects design. Participants (n = 107) were randomly assigned group with or without annotations VR We assumed material integrated lead higher outcome, lower extraneous (ECL), (GCL) than control group. Results show improved learners' recall performance GCL compared had no deeper levels processing ECL. This indicates learners process level, not due relief When should at same time GCL, then adding be an appropriate approach.

Язык: Английский

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Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Journal of Computer Assisted Learning, Год журнала: 2021, Номер 37(3), С. 887 - 901

Опубликована: Март 16, 2021

Abstract This study is a systematic review of 20 years research on the usage virtual reality (VR) in K‐12 and higher education settings, which aims to consolidate, evaluate, communicate evidence that can inform both theory practice VR‐based instruction. A total 149 articles were selected from three major academic databases using search strings manual screening protocols. The literature analysis emphasized four interrelated aspects instruction: instructional context, design, technological affordances, findings. results revealed evolving trends VR terms publication patterns, pedagogical assumptions, equipment usage, methodologies, as well contextual factors behind adoption education. Additionally, meta‐analysis was conducted examine efficacy instruction, with indicating an overall medium effect several moderating factors. Finally, practical implications future agenda for instruction are discussed.

Язык: Английский

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Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis

Educational Research Review, Год журнала: 2022, Номер 35, С. 100434 - 100434

Опубликована: Янв. 17, 2022

Virtual reality (VR) has gained popularity in educational environments recent years. Its presence and immersive characteristics enable new learning possibilities. Due to this growth, many studies have been conducted assess the impact of VR on outcomes. The proliferation experimental created need for meta-analyses that summarize effect terms gain. However, current literature there are few reviews focused K-6 students analyzing influence some variables: level immersion, length intervention, knowledge domain. present meta-analysis aims respond these needs. After a pre-selection 4658 references published between 2010 2021, 21 were finally included meta-analysis. results indicate that, average, promotes greater student comparison control conditions (ES = 0.64). Moreover, is even when 1.11) used compared semi-immersive 0.19) non-immersive systems 0.32). This does not depend (kindergarten 0.59), 1–3 0.69), 4–6 0.70)), most domains which used. short interventions –less than 2 h– 0.72) more effective those lasting longer 0.49).

Язык: Английский

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A study of how immersion and interactivity drive VR learning

Computers & Education, Год журнала: 2022, Номер 179, С. 104429 - 104429

Опубликована: Янв. 4, 2022

Even though learning refers to both a process and product, the former tends be overlooked in educational virtual reality (VR) research. This study examines of with VR technology using Cognitive Affective Model Immersive Learning (CAMIL) as its framework. The CAMIL theorizes that two technological features VR, interactivity immersion, influence number cognitive affective variables may facilitate or hinder learning. In addition, studies often involve media comparisons make it difficult disentangle relative effects on Therefore, this also aims provide insights concerning unique combined immersion specified by CAMIL. We employed 2 × between-subjects design (N = 153) manipulated degree during lesson topic viral diseases. Analyses variance (ANOVAs) were used examine our interest, structural equation modeling (SEM) was assess predicted results indicated involves situational interest embodied Main and/or load, physical presence are reported addition interaction between agency findings evidence for suggest important additions model. These can better understanding immersive guide future

Язык: Английский

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A systematic review of immersive technology applications for medical practice and education - Trends, application areas, recipients, teaching contents, evaluation methods, and performance

Educational Research Review, Год журнала: 2021, Номер 35, С. 100429 - 100429

Опубликована: Дек. 21, 2021

Virtual reality (VR), augmented (AR), mixed (MR), and extended (XR) are examples of immersive technologies that have the potential to improve medical practice education. As a result, they recently sparked much research interest. However, there few reviews related use (including VR, AR, MR, XR) in Remarkably, six questions trends, application areas, recipients, teaching contents, evaluation methods, performance remain unanswered. To this end, study conducts systematic review analyse 128 articles from 2012 source papers, all which indexed Web Science. The results indicate technology is currently used primarily on surgery anatomy-related subjects for doctors, students interns. Furthermore, group experiments most commonly data collection method. provide insights into current trends applications They also serve as an essential reference scholars education contexts.

Язык: Английский

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Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19

British Journal of Educational Technology, Год журнала: 2022, Номер 53(3), С. 620 - 646

Опубликована: Фев. 12, 2022

Abstract This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID‐19 utilizing bibliometric analysis. The researchers used co‐citation analysis and text mining afforded by VOSviewer document analyze patterns topics reported peer‐reviewed documents published between January 2020 August 2021. Findings this study indicated scholars from 103 countries or regions Global North South wide array topics, such as use various technologies strategies, redesigned curriculum, student perceptions psychological impacts pandemic‐imposed learning. Many applied technology acceptance theories structural equation modeling investigate factors associated with adoption Of large quantity research, medical chemical were most disciplines. Inquiry‐based learning, discovery hands‐on collaborative emerged instructional approaches frequently discussed utilized across target studies. (a) ongoing emerging challenges education, (b) placing innovative pedagogies at forefront (c) rapid, but imbalanced distribution evolving literature based on findings. Practitioner notes What is already known about topic Online had attracted growing traction flexible affordable means complement traditional prior COVID‐19. Higher institutions (HEIs), faculty students have encountered opportunities regarding teaching adds A bird's‐eye‐view perspective how HEIs responded using methodology. Identifications body ( n = 1061 documents) conducted indicating an unprecedented level participation area. An distinct themes arising impact, chemistry curriculum laboratory‐based instruction model. Implications for practice and/or policy corpus studies different aspects can cross‐disciplinary information guiding future design With often conceptualized solution support it imperative put pedagogy

Язык: Английский

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Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning

Educational Psychology Review, Год журнала: 2022, Номер 34(3), С. 1771 - 1798

Опубликована: Апрель 22, 2022

This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via head mounted display (HMD) or 2D video as an introductory lesson within 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than on presence (d = 1.43), enjoyment 1.10), interest .57), retention immediate .61) delayed posttest .70). structural equation model indicated that mediated pathway from instructional media posttest, score, indicating these factors may play different roles learning process with immersive media. work contributes cognitive affective learning, suggests lessons can have positive longitudinal effects for

Язык: Английский

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Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis

British Journal of Educational Technology, Год журнала: 2023, Номер 55(1), С. 10 - 33

Опубликована: Май 3, 2023

Abstract Artificial intelligence (AI) chatbots are gaining increasing popularity in education. Due to their popularity, many empirical studies have been devoted exploring the effects of AI on students' learning outcomes. The proliferation experimental has highlighted need summarize and synthesize inconsistent findings about However, few reviews focused meta‐analysis present study performed a 24 randomized utilizing Stata software (version 14). main goal current was meta‐analytically examine outcomes moderating educational levels intervention duration. results indicated that had large effect Moreover, greater students higher education, compared those primary education secondary In addition, short interventions were found stronger than long interventions. It could be explained by argument novelty improve interventions, but it worn off Future designers educators should make attempt increase equipping with human‐like avatars, gamification elements emotional intelligence. Practitioner notes What is already known this topic recent years, artificial Studies undertaken so far provided conflicting evidence concerning There remained paucity meta‐analyses synthesizing contradictory paper adds This study, through meta‐analysis, synthesized these moderated Implications for practice and/or policy chatbot better Practitioners teachers draw attention positive negative students. Considering importance ChatGPT, more research required develop understanding ChatGPT More needed mechanisms underlying

Язык: Английский

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Constructing an Edu-Metaverse Ecosystem: A New and Innovative Framework

IEEE Transactions on Learning Technologies, Год журнала: 2022, Номер 15(6), С. 685 - 696

Опубликована: Сен. 29, 2022

The Metaverse is a network of 3-D virtual worlds supporting social connections among its users and enabling them to participate in activities mimicking real life. It merges physical reality provides channels for multisensory interactions immersions variety environments (Mystakidis, 2022). considered the third wave Internet revolution, it built on new emerging technologies such as extended artificial intelligence. Research impact education exploded 2022. Here, we explore learning across propose innovative theoretical framework by reviewing literature synthesizing best practices designing metaverse environments. This ecosystem consists four major hubs: 1) instructional design performance technology hub; 2) knowledge 3) research 4) talent training hub. Common all hubs are factors three wheels: infrastructure, business industry, communication; access equity; user rights, data security, privacy policy. We believe that this can help guide development applications education. also hope article serve launch pad special issue Future Education supported IEEE Society.

Язык: Английский

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