Impact of immersing university and high school students in educational linear narratives using virtual reality technology

2020 ◽  
Vol 159 ◽  
pp. 104005
Author(s):  
James Calvert ◽  
Rhodora Abadia
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
School Students ◽  
Virtual Reality Technology

scholarly journals The Validity of Molecular Geometry Based Virtual Reality to Improve Student Visual-Spatial Intelligence in New Normal Era

2021 ◽  
Vol 5 (3) ◽  
pp. 393
Author(s):  
Ainun Nisa ◽  
Ikfisani Yuniar Rifki ◽  
Aiza Alya ◽  
Kusumawati Dwiningsih
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Molecular Geometry ◽  
Molecular Shape ◽  
School Students ◽  
New Normal ◽  
Visual Spatial ◽  
Face To Face Learning ◽  
The Republic

The Ministry of Education and Culture of the Republic of Indonesia issued policies related to the implementation of education in the new normal era learning systems through online learning by utilizing various technologies. Without face-to-face learning, high school students have difficulty in understanding molecular shape geometry material so that it affects students' ability to develop spatial-visual precepts. As a solution to these problems, there needs to be the development of virtual reality learning videos that match the geometry of molecular shapes in real-time. This study aims to find out the validity of The Virtual Reality-Based Molecular Shape Geometry Tutorial Video As a Solution To Improve the Spatial Visual Ability of High School Students in the New Normal Era. Validity is tested through content quality and purpose, instructional quality, and technical quality. The development was carried out using the R&D method with The Thiagarajan 4D model (Define, Design, Develop, and Disseminate which is limited to the Develop Stage The results were obtained from Virtual Reality Chemistry (VR CHEM) media are very valid on each criterion assessed. The details of the results obtained are content validation of 91.9% and construction validation of 89%.

Abstract 396: Successful Virtual Reality Cardiopulmonary Resuscitation Training in Schools: Digitally Linking a Physical Manikin to a Virtual Lifesaving Scenario

Circulation ◽  
2019 ◽  
Vol 140 (Suppl_2) ◽  
Author(s):  
Lana Gent ◽  
David Sarno ◽  
Kent Coppock ◽  
David M. Axelrod
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Training Program ◽  
User Experience ◽  
Hand Position ◽  
Compression Rate ◽  
Learning Gains ◽  
School Students ◽  
Cpr Training

Introduction: The AHA trains over 20 million people in CPR skills annually. Virtual Reality (VR) education may improve student engagement, but the efficacy of VR-CPR programs has not been adequately studied. We performed the largest study to-date evaluating the feasibility of VR-enhanced CPR training. Hypothesis: We hypothesized that an immersive, VR-enhanced CPR training program, digitally linked to a physical manikin, can teach middle/high-school students Hands-Only CPR skills resulting in strong learner engagement. Methods: We linked a VR-enhanced CPR training program to a standard manikin with an optical “time of flight” sensor and hand-tracking gloves. Based on AHA’s Hands-Only CPR protocol, training included compression rate (100-120/min), depth (2-2.4”), hand position, and full chest recoil, with 124 students from 3 middle/high-schools in Florida (n= 38) and California (n=42, n=44). Iterations to streamline the user experience were implemented for Pilots 2 and 3. Results: VR-enhanced CPR training significantly improved compression rate, depth, and hand position; chest recoil was not statistically changed. Post-training, students were tested on CPR knowledge: 78% (96/124) were correct on nature of cardiac arrest, 88% (109/124) on compression rate, and 83% (103/124) on compression depth. Of students with prior CPR training, 79% stated VR-CPR training was more effective than prior training. Iterations in Pilots 2 and 3 were associated with additional learning gains at those sites. Conclusions: In this first-of-its-kind study, middle/high school students learned Hands-Only CPR skills and knowledge with a VR-enhanced CPR training program digitally linked to a physical manikin. Our VR-CPR training uniquely separates each of 4 Hands-Only CPR skills into separate training modules in which students receive instant feedback. Future study and development of VR-CPR is warranted, especially as learning gains were associated with user experience iterations.

VIRTUAL REALITY GLASSES DESIGN FOR STUDENTS

2021 ◽  
Vol 2 (4) ◽  
pp. 5-13
Author(s):  
A. Dem'yanyuk ◽  
E. Kudelina
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Cognitive Abilities ◽  
Educational Process ◽  
Problem Analysis ◽  
School Students ◽  
Standard Format ◽  
The World ◽  
Modern Methods

It becomes difficult for students living in the interactive world, the world of technology, to adequately perceive the curriculum in a standard format. Thanks to the creation of new, modern methods of teaching and presenting information, it is possible to approach the educational process at a different level. The object of the research is the features of designing for students to increase motivation as well as creative and cognitive abilities and the results of their educational activities. The methodological basis of the research is the following: statement of the problem, analysis of existing solutions, choice of the topic of graphic support and its implementation for secondary and high school students, description of the developed product, and research results

scholarly journals Influence of Virtual Reality on High School Students' Conceptions of Cells

2020 ◽  
Vol 26 (8) ◽  
pp. 929-946
Author(s):  
Meredith Thompson ◽  
Annie Wang ◽  
Cigdem Bilgin ◽  
Melat Anteneh ◽  
Dan Roy ◽  
...  
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Mental Models ◽  
New Technologies ◽  
Three Dimensional ◽  
Biology Education ◽  
Factual Knowledge ◽  
School Students ◽  
Biology Learning

Cells are central to the study of biology, yet many learners have difficulties understanding the abstract yet fundamental foundation of life. Research suggests that students' conceptions of cells are reinforced by current biology learning materials, which represent cells as two dimensional, highly ordered, and mostly empty. These models also inaccurately represent the number, location, and size of organelles. We examine the effect of an inquiry-based three-dimensional virtual reality (VR) game on high school students' mental models of cells. Students reported that the game was more interactive and engaging than traditional ways of learning about cells and attributed an improved understanding of cells to their game experience. Students' post drawings of cells depicted more types of organelles, increased density of organelles, and additional complexity than their pretest drawings, indicating a movement towards more accurate mental models of cells. However, students' scores did not improve on their factual knowledge about cells between the pretest and the post-game biology assessments. We discuss the implications of incorporating game-based approaches and new technologies such as VR into biology education.

Virtual Reality Exercise Games for High School Students With Intellectual and Developmental Disabilities

2019 ◽  
Vol 35 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Don D. McMahon ◽  
Brenda Barrio ◽  
Amanda K. McMahon ◽  
Kristen Tutt ◽  
Jonah Firestone
Keyword(s):  
Physical Activity ◽  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Developmental Disabilities ◽  
Intellectual And Developmental Disabilities ◽  
School Students ◽  
Design Data ◽  
Health Related ◽  
The Individual

Individuals with intellectual and developmental disabilities (IDD) are at greater risk of health-related issues due to obesity and lack of physical activity. This study examined using virtual reality (VR) exergaming to increase the physical activity of high school students with IDD. Four students participated in this multiple probe across participants design. Data were collected on each student’s total amount of time engaged in exercise and heart rate. Results indicate that all students increased the duration and intensity of their physical activity when using the VR exercise gaming (exergaming) intervention. The VR exergaming intervention increased the duration and intensity of the students’ exercise sessions. Results are discussed in terms of applying VR and other emerging technologies to support the exercise health needs of the individual in the study.

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