VIRTUAL REALITY AS AN INNOVATIVE AND IMMERSIVE LEARNING TOOL FOR HEIS IN PALESTINE

Purpose–The study aims to develop an application that will serve as an alternative learning tool for learning Asian Studies. The delivery of lessons into a virtual reality game dependson the pace of students. The developed application comprises several more features that enable users to get valuable information from an immersive environment.Method–The researchers used Rapid Application Development (RAD) in developing the application. It follows phases such as requirement planning, user design, construction, and cutover. Two sets of questionnaires were developed, one for the teachers and another for the students. Then, testing and evaluation were conducted through purposive sampling to select the respondents.Results–The application was overall rated as 3.56 which is verbally interpreted as very good. The result was based on the system evaluation using ISO 9126 in terms of functionality, usability, content, reliability, and performance. 476Conclusion–The developed application meets the objectives to provide an alternative learning tool for learning Asian Studies. The application is well commended and accepted by the end-users to provide an interactive and immersive environment for students to learn at their own pace. Recommendations–Further enhancement of the audio, gameplay, and graphics of the tool. Schools should take into consideration the adoption of the Asian Studies Virtual Reality as a good alternative tool for their teachers and students to teach and learn Asian Studies. The use of more 3D objects relevant to the given information to enhance game experience may be considered.A databank for the quiz questions that will be loaded into the game should also be considered.Research Implications–The integration of modern technology in education has been a vital part of the learning process, especially when technological resources are available. Development and adaptation of this application will promote an alternative way of independent learning among students and will give them a better understanding of Asian Studies at their own pace.

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Co-designing a virtual reality game for alcohol prevention

European Journal of Public Health ◽

10.1093/eurpub/ckz185.828 ◽

2019 ◽

Vol 29 (Supplement_4) ◽

Author(s):

C Stock ◽

L Vallentin-Holbech ◽

T Dietrich ◽

G Majgaard

Keyword(s):

Health Promotion ◽

Virtual Reality ◽

Young People ◽

Drug Prevention ◽

Alcohol Prevention ◽

Film Production ◽

Learning Tool ◽

Creation Process ◽

Living Lab ◽

Game Developers

Abstract Issue/problem Health promotion programmes that train social competencies in situations adolescents commonly encounter are likely to minimise the social influence and social pressure to drink or use other substances. In the Virtual Reality (VR) TestLab project, an innovative VR learning tool is developed that shows a typical party situation for young people. The game user can navigate through the party making their own choices, which result in different outcomes. Description of the problem The Living Lab method guided the development of the VR learning tool. During the four phases of the Living Lab process three groups of 16-25-year-old students were involved, as well as two prevention practitioners, three prevention scientists, three VR game designers and one film production expert. Results At the initial exploration stage of the Living Lab framework a list of key concepts/scenes were co-created with all stakeholders. At the concept stage students were invited to co-create a film script for the VR game. The prototype stage involved students as actors for the scenes, which were then finally recorded in technical collaboration with game developers and the film production expert. Post production, the finalised scenes were integrated into a game engine to develop the interactive branching narrative. At the innovation stage the group was invited to examine, explore and test its usability and share their experiences, thoughts, and attitudes. Lessons The Living Lab framework was useful in order to structure the co-creation process into meaningful phases and to ensure that all stakeholders were consulted throughout the development of the VR game. The Living lab framework gave ‘voice’ for the end-users (young people and practitioners) to actively engage in the co-creation process. Main message This first Living Lab application in drug prevention contributes to a better understanding of the importance of involving users of health promotion products and services through co-creation.

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Special Issue: Augmented and Virtual Reality in Education: Immersive Learning Research

Journal of Educational Computing Research ◽

10.1177/0735633119854035 ◽

2019 ◽

Vol 57 (7) ◽

pp. 1619-1625 ◽

Cited By ~ 1

Author(s):

Dennis Beck

Keyword(s):

Virtual Reality ◽

Special Issue ◽

Immersive Learning ◽

Learning Research

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Design and Implementation Virtual Reality Systems for Vocational Education

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.667.3 ◽

2014 ◽

Vol 667 ◽

pp. 3-6

Author(s):

Jian Zhen Chen

Keyword(s):

Virtual Reality ◽

Vocational Education ◽

Virtual Reality System ◽

Application Development ◽

Learning Tool ◽

Design And Implementation ◽

The Core ◽

Essential Components ◽

System Interfaces

One of the main problems with virtual reality as a learning tool for vocational education is that there are hardly any theories or models upon which to found and justify the application development. This paper presents a model of virtual reality systems for vocational education. The essential components of the model: real environments, vocational, virtual reality system, interfaces, students, instruction team, and technology team. Metaphor is the core of our model, and one of the main advantages of metaphors is their potential universality.

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