Learning and Individual Differences, Год журнала: 2024, Номер 116, С. 102564 - 102564
Опубликована: Сен. 24, 2024
Язык: Английский
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
Процитировано
182
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
Процитировано
24
Journal of Computer Assisted Learning, Год журнала: 2024, Номер 40(4), С. 1413 - 1427
Опубликована: Фев. 23, 2024
Abstract Background Virtual reality (VR) offers significant potential for hands‐on learning environments by providing immersive and visually stimulating experiences. Interacting with such can bring numerous benefits to learning, including enhanced engagement, knowledge construction, higher‐order thinking. However, many current VR studies in tend utilise one‐way materials, limiting participants' ability interact reflect on their actions Moreover, these often neglect assess learners' capacity transfer skills from real‐world scenarios. Therefore, this study aims investigate outcomes, thinking, apply acquired contexts. Method Objective Participants were immersed a environment VR, where they received feedback engaged reflection during the process. This recruited 68 university students participate experiment, employing quasi‐experimental design. experienced units both without feedback. The theme of was related embedded systems, encompassing topics as assembly components Python programming. investigation aimed whether could enhance cognitive levels, tasks abilities, Results research results indicate that environment, participants engage through provided feedback, effectively enhancing task abilities. Simultaneously, it also successfully assists developing problem‐solving critical thinking Conclusions actively own within enabling them develop deeper understanding material we encourage integration strategies yield positive learners.
Язык: Английский
Процитировано
11
Frontiers in Education, Год журнала: 2024, Номер 9
Опубликована: Июнь 20, 2024
Objective This systematic review aims to synthesize current knowledge on integrating immersive technologies, namely Virtual Reality (VR) and Augmented (AR), in Science, Technology, Engineering, Mathematics (STEM) education, lighten their impact student performance engagement. Methods Adhering PRISMA guidelines, a detailed search strategy across Scopus Web of Science databases identified relevant peer-reviewed journal articles published from 2002 2023. The PICOS approach informed our inclusion criteria, focusing empirical studies that assessed the application VR AR technologies educational settings. Studies were evaluated for methodological quality, data extraction was meticulous, with variables categorized as engagement, performance, or combination both. Analysis A descriptive statistical analysis using chi-square tests employed examine relationship between type technology (AR, VR, XR, MR) outcomes. quantitative assessment provided nuanced understanding interplay various pedagogical effectiveness. Results Out 143 initially articles, 22 met criteria analysis. Findings revealed most studied technology, followed by VR. Most reported positive effects engagement increased effectiveness being less frequently observed. notable portion specifically investigated underscoring multifaceted benefits education. Conclusions Immersive are reshaping STEM education enhancing performance. Integrating offers promising benefits, including improved comprehension complex concepts, motivation, enriched collaborative learning experiences. However, field requires globally inclusive adaptable framework rapid technological evolution diverse contexts. Future research should broaden its scope include multilingual literature non-traditional academic channels, ensure ethical standards upheld, focus personalization adaptability maximize potential these technologies.
Язык: Английский
Процитировано
9
Education and Information Technologies, Год журнала: 2025, Номер unknown
Опубликована: Янв. 10, 2025
Язык: Английский
Процитировано
1
Computers & Education, Год журнала: 2021, Номер 175, С. 104320 - 104320
Опубликована: Авг. 30, 2021
Язык: Английский
Процитировано
51
Educational Psychology Review, Год журнала: 2024, Номер 36(1)
Опубликована: Фев. 28, 2024
Abstract Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing differences between various types of learning activities, issues activity-based are revealed and discussed. Activity-based can consist relatively simple patterns motor activity or may involve additional task-related knowledge, resulting complex activities. Excessive movement failure to properly integrate into a task lead problems for activity–based learning. Elaborate such as letting generate drawings, quickly evolve secondary tasks their own right. Demanding create cognitive load, less working memory capacity being available engaging with actual content. If interventions be used, many redundant aspects possible need avoided while providing guidance learners. In addition, it necessary consider how demands transform once shifted from physical digital world order acknowledge potential increases load. Taken together, this review connects educational perspectives on arrive at models recommendations that high relevance transformation education
Язык: Английский
Процитировано
6
Journal of Computer Assisted Learning, Год журнала: 2024, Номер unknown
Опубликована: Сен. 4, 2024
Abstract Background The adoption of virtual laboratories (VLs) has experienced a significant surge, catalysed by the global changes in educational landscape, notably influenced COVID‐19 pandemic. Originally supplementary to traditional in‐person laboratory experiments, VLs swiftly transitioned into primary source hands‐on activities for institutions worldwide during As restrictions have eased, virtual, computer‐assisted learning platforms continue be used, though now as complement to, rather than substitute for, experimentation opportunities. However, their presents both opportunities and challenges that require thorough investigation maximize effectiveness equity. Objectives This paper aims provide comprehensive overview VL resources utilized across various scientific disciplines. It evaluates potential enhance examines efficacy from constructivist perspective. By doing so, study seeks identify best practices, challenges, strategies effective integration science education. Methods A content analysis was conducted on literature published 2013 2023, focusing settings. Thematic employed categorize findings three pillars: Merits, Challenges, Implementation Strategies. Multiple researchers participated ensure reliability consistency. To further reliability, regular cross‐checks consensus meetings were held resolve any discrepancies maintain integrity thematic categorization. perspective used analyse instructional implications, active evaluate alignment with goals, adapted teaching methods, assessments. Results Conclusions revealed offer benefits, including enhanced accessibility, flexibility, learning. Virtual labs scalable, safe inquiry‐based replicating experiments an accessible digital environment, enhancing understanding concepts based research demonstrations improved outcomes. such high initial setup costs, technological barriers, need curricula also identified. Despite these experiences, provided they are implemented thoughtfully equitably. Future should focus improving efficacy, collaboration among stakeholders, economic feasibility impact.
Язык: Английский
Процитировано
6
Computers & Education, Год журнала: 2023, Номер 198, С. 104764 - 104764
Опубликована: Фев. 24, 2023
Язык: Английский
Процитировано
14
Journal of Science Education and Technology, Год журнала: 2023, Номер 32(3), С. 390 - 432
Опубликована: Март 31, 2023
Язык: Английский
Процитировано
14