Learning experience design with immersive virtual reality in physics education

2021 ◽  
Author(s):  
Yiannis Georgiou ◽  
Olia Tsivitanidou ◽  
Andri Ioannou
Keyword(s):  
Virtual Reality ◽  
Physics Education ◽  
Learning Experience ◽  
Immersive Virtual Reality ◽  
Experience Design

Building an Instructional Design Model for Immersive Virtual Reality Learning Environments

2021 ◽  
pp. 20-47
Author(s):  
Zeynep Tacgin ◽  
Barney Dalgarno
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Learning Environments ◽  
Learning Strategies ◽  
Learning Experience ◽  
Instructional Design Model ◽  
Design Model ◽  
Immersive Virtual Reality ◽  
Experience Design ◽  
Design Models

The recent increase in affordability of immersive virtual reality learning environments (IVRLEs) grows the interests of university, school, and industry training contexts. Due to their unique affordances, these environments have the potential to lead to a paradigm shift in learning experience design. The absence of learning design models, however, represents a significant challenge to the widespread and effective utilisation of this technology platform. Several researchers have proposed design models for virtual reality learning environments (VRLEs). The majority of these models don't explicitly consider the unique characteristics of Immersive environments. This research describes an instructional design model for IVRLEs, which draws upon Dalgarno and Lee's affordance model for VRLE and Tacgin's IVRLE development stages for teaching concepts and procedures. The specific learning strategies and affordances of IVRLEs are matched with the features of current IVR systems and technologies.

A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning

1999 ◽  
Vol 8 (3) ◽  
pp. 293-316 ◽  
Author(s):  
Marilyn C. Salzman ◽  
Chris Dede ◽  
R. Bowen Loftin ◽  
Jim Chen
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Conceptual Learning ◽  
Individual Characteristics ◽  
Complex Nature ◽  
Immersive Virtual Reality ◽  
Abstract Concepts

Designers and evaluators of immersive virtual reality systems have many ideas concerning how virtual reality can facilitate learning. However, we have little information concerning which of virtual reality's features provide the most leverage for enhancing understanding or how to customize those affordances for different learning environments. In part, this reflects the truly complex nature of learning. Features of a learning environment do not act in isolation; other factors such as the concepts or skills to be learned, individual characteristics, the learning experience, and the interaction experience all play a role in shaping the learning process and its outcomes. Through Project Science Space, we have been trying to identify, use, and evaluate immersive virtual reality's affordances as a means to facilitate the mastery of complex, abstract concepts. In doing so, we are beginning to understand the interplay between virtual reality's features and other important factors in shaping the learning process and learning outcomes for this type of material. In this paper, we present a general model that describes how we think these factors work together and discuss some of the lessons we are learning about virtual reality's affordances in the context of this model for complex conceptual learning.

scholarly journals Immersive Virtual Reality Teaching in Colleges and Universities Based on Vision Sensors

2022 ◽  
Vol 2022 ◽  
pp. 1-14
Author(s):  
Yufeng Liu ◽  
Tongsheng Liu ◽  
Qiaoyun Ma
Keyword(s):  
Virtual Reality ◽  
Learning Experience ◽  
Control Group ◽  
Immersive Virtual Reality ◽  
Visual Sensor ◽  
Virtual Reality Technology ◽  
Modern Information Technology ◽  
The Difference ◽  
Good Learning ◽  
Average Standard Error

With the progress of society and the development of economy, people pay more and more attention to education, and traditional teaching methods are gradually unable to meet the modern teaching system. As a leader in modern information technology, virtual reality technology has developed rapidly in recent years, and virtual reality technology has also been introduced into many fields, such as teaching. Based on the immersive and extended characteristics of virtual reality, this paper proposes a virtual reality active visual interaction method based on the visual sensor. Based on virtual teaching, after 3 months of learning, the average, standard deviation, and average standard error of the experimental group’s performance are higher than those of the control group. Compared with the control group, the experimental group’s performance has increased by 8.25%. The difference is statistically significant. Learning significance ( P < 0.05 ), immersive virtual reality teaching has played a significant role in the effect, which can greatly improve the cognitive experience of students and achieve a good learning experience and effect.

scholarly journals A Simulation Design of Immersive Virtual Reality for Animal Handling Training to Biomedical Sciences Undergraduates

2021 ◽  
Vol 6 ◽  
Author(s):  
Florence Mei Kuen Tang ◽  
Ray Mau Fung Lee ◽  
Roy Hok Lai Szeto ◽  
Jason Ka Kit Cheng ◽  
Frederic Wai To Choi ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Experience ◽  
Skills Training ◽  
Research Process ◽  
Immersive Virtual Reality ◽  
Simulation Design ◽  
Biomedical Sciences ◽  
Technical Problems ◽  
Animal Handling ◽  
The Impact

Background: One area of biomedical research concerns is applying new treatments to cure human diseases, moving bench-side research to the bedside practice. While using animal models is crucial in the research process, researchers should strictly adhere to the moral 4R framework to protect animal welfare—replacement, reduction, refinement, and responsibility. Virtual reality (VR) applies computer technology to create a simulated environment, allowing players to immerse and interact with animated 3D contexts. We developed a virtual animal-holding simulator (ViSi) using immersive virtual reality technology for students studying in the undergraduate biomedical sciences programme. The specific objectives of the paper are to 1) describe the development of the VR courseware for animal training and 2) describe the learning experience among students.Method and Result: An evaluation of the courseware was conducted among Year one and two biomedical sciences students. Students who participated in ViSi responded positively about their involvement in the virtual environment experience and their concentration on the assigned task.Discussion: ViSi is a reliable simulation technology that can train animal handling skills, which replaces real animals, while learners’ multi-cognition could still be enhanced with simulation training. Thus, the impact of immersive VR technology integrated into skills training is promising, although few technical problems are to be resolved.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

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