scholarly journals Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

2021 ◽  
Author(s):  
David Checa ◽  
Ines Miguel-Alonso ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
User Satisfaction ◽  
Well Being ◽  
Serious Game ◽  
Autonomous Learning ◽  
Computer Hardware ◽  
Immersive Virtual Reality ◽  
Conventional Teaching

AbstractImmersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

Embodied well-being through two media technologies: Virtual reality and social media

2019 ◽  
Vol 21 (8) ◽  
pp. 1734-1749 ◽  
Author(s):  
Kaylee Payne Kruzan ◽  
Andrea Stevenson Won
Keyword(s):  
Social Media ◽  
Virtual Reality ◽  
Virtual Worlds ◽  
Empirical Work ◽  
Well Being ◽  
The Body ◽  
Immersive Virtual Reality ◽  
Media Technologies ◽  
Self Perceptions ◽  
Embodied Experiences

How the body is perceived through media is key to many well-being interventions. Researchers have examined the effects of platforms on users’ self-perceptions, including immersive virtual reality, nonimmersive virtual worlds, and social media such as Facebook. In this article, we use several conceptions of levels of embodiment to compare empirical work on the effects of virtual reality and social media as they relate to perceptions and conceptions of the self and body. We encourage social media researchers to utilize research on embodiment in virtual reality to help frame the effects of social media use on well-being. Similarly, researchers in immersive media should consider the opportunities and risks that may arise as embodied experiences become more social. We conclude our discussion with implications for future applications in mental health.

Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

scholarly journals No difference in learning outcomes and usability between using controllers and hand tracking during a virtual reality endotracheal intubation training for medical students in Thailand

2021 ◽  
Vol 18 ◽  
pp. 22
Author(s):  
Chaowanan Khundam ◽  
Naparat Sukkriang ◽  
Frédéric Noël
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Endotracheal Intubation ◽  
User Satisfaction ◽  
Clinical Training ◽  
Medical Training ◽  
Hand Tracking ◽  
System Usability Scale ◽  
Post Test

Purpose: We developed a virtual reality (VR) endotracheal intubation training that applied 2 interaction modalities (hand-tracking or controllersIt aimed to investigatedthe differences of usuability between using hand tracking and controllers during the VR intervention for intubation training for medical students from February 2021 to March 2021 in Thailand.Methods: Forty-five participants were divided into 3 groups: video only, video with VR controller training, and video with VR hand tracking training. Pre-test, post-test, and practice scores were used to assess learning outcomes. The System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) questionnaires were used to evaluate the differences between the VR groups. The sample comprised 45 medical students (undergraduate) who were taking part in clinical training at Walailak University in Thailand.Results: The overall learning outcomes of both VR groups were better than those of the video group. The post-test scores (P=0.581) and practice scores (P=0.168) of both VR groups were not significantly different. Similarly, no significant between-group differences were found in the SUS scores (P=0.588) or in any aspects of the USEQ scores.Conclusion: VR enhanced medical training. Interactions using hand tracking or controllers were not significantly different in terms of the outcomes measured in this study. The results and interviews provided a better understanding of support learning and training, which will be further improved and developed to create a self-learning VR medical training system in the future.

scholarly journals Perceived Sensations in Architectural Spaces through Immersive Virtual Reality

2021 ◽  
Vol 6 (2) ◽  
pp. 70-81
Author(s):  
Hugo C. Gomez-Tone ◽  
Jorge Martin-Gutierrez ◽  
John Bustamante-Escapa ◽  
Paola Bustamante-Escapa ◽  
Betty K. Valencia-Anci
Keyword(s):  
Virtual Reality ◽  
Ad Hoc ◽  
Construction Materials ◽  
Well Being ◽  
Immersive Virtual Reality ◽  
First Year Students ◽  
Group Of Seven ◽  
Head Mounted Display ◽  
Real Scale ◽  
Architectural Spaces

To design architectural spaces that not only respond to the basic needs of users, but also seek their emotional well-being, it is necessary for the architecture students to have a special sensitivity and be aware of the different sensations that their designs should and can evoke. To achieve this competence without exploring real spaces, Immersive Virtual Reality technology offers an important contribution to the field of architecture. The purpose of this research is to determine if the sensations perceived in virtual architectural spaces by students are similar to the real ones and to determine the characteristics of this technology that allow a better perception of sensations. Six architectural modules were designed to be walked through and experienced at real scale using a Head Mounted Display by 22 students of the first and fifth year of studies of Architecture career in Peru. An ad-hoc questionnaire allowed to know the perceived sensations and the benefits of the tool. The results obtained showed that the perception of sensations of the fifth year students is a little closer to those expressed by a group of seven experts compared to that of the first year students and that the students consider the characteristics of accessibility, real scale of the space and the possibility of going through and looking at the space in all directions are those that have given more realism to the experience and therefore better perception of the space, while the characteristics of natural light and shadows, construction materials and external environment have been less valued in the realism of the experience. It is concluded that the sensory experimentation in architectural spaces modelled realistically in virtual environments allows the perception of sensations very similar to those that the architect seeks to convey initially.

scholarly journals An immersive virtual reality serious game to enhance earthquake behavioral responses and post-earthquake evacuation preparedness in buildings

2020 ◽  
Vol 45 ◽  
pp. 101118 ◽  
Author(s):  
Zhenan Feng ◽  
Vicente A. González ◽  
Robert Amor ◽  
Michael Spearpoint ◽  
Jared Thomas ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Behavioral Responses ◽  
Serious Game ◽  
Immersive Virtual Reality

scholarly journals DeepHandsVR: Hand Interface Using Deep Learning in Immersive Virtual Reality

Electronics ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. 1863 ◽  
Author(s):  
Taeseok Kang ◽  
Minsu Chae ◽  
Eunbin Seo ◽  
Mingyu Kim ◽  
Jinmo Kim
Keyword(s):  
Virtual Reality ◽  
Deep Learning ◽  
User Satisfaction ◽  
Simple Structure ◽  
Hand Gesture ◽  
Immersive Virtual Reality ◽  
Positive Effects ◽  
Virtual Hand ◽  
Sense Of Presence ◽  
Deep Learning Model

This paper proposes a hand interface through a novel deep learning that provides easy and realistic interactions with hands in immersive virtual reality. The proposed interface is designed to provide a real-to-virtual direct hand interface using a controller to map a real hand gesture to a virtual hand in an easy and simple structure. In addition, a gesture-to-action interface that expresses the process of gesture to action in real-time without the necessity of a graphical user interface (GUI) used in existing interactive applications is proposed. This interface uses the method of applying image classification training process of capturing a 3D virtual hand gesture model as a 2D image using a deep learning model, convolutional neural network (CNN). The key objective of this process is to provide users with intuitive and realistic interactions that feature convenient operation in immersive virtual reality. To achieve this, an application that can compare and analyze the proposed interface and the existing GUI was developed. Next, a survey experiment was conducted to statistically analyze and evaluate the positive effects on the sense of presence through user satisfaction with the interface experience.

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