Effects of virtual reality on creative design performance and creative experiential learning

2020 ◽  
pp. 1-16
Author(s):  
Yu-Shan Chang ◽  
Chia-Hui Chou ◽  
Meng-Jung Chuang ◽  
Wen-Hung Li ◽  
I.-Fan Tsai
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Creative Design ◽  
Design Performance

scholarly journals The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

2021 ◽  
Vol 11 (21) ◽  
pp. 10426
Author(s):  
Qinna Feng ◽  
Heng Luo ◽  
Wenhao Li ◽  
Ying Chen ◽  
Jiakai Zhang
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Controlled Trial ◽  
Critical Role ◽  
Moderating Effect ◽  
Learning Program ◽  
Study Results ◽  
Based Instruction

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

scholarly journals The influence of immersion and presence in early stage engineering designing and building

2014 ◽  
Vol 28 (2) ◽  
pp. 139-151 ◽  
Author(s):  
Daniela Faas ◽  
Qifang Bao ◽  
Daniel D. Frey ◽  
Maria C. Yang
Keyword(s):  
Virtual Reality ◽  
Early Stage ◽  
Research Question ◽  
Design Activity ◽  
Central Research ◽  
Stage Design ◽  
Design Performance ◽  
Hands On ◽  
Early Stage Design

AbstractThis paper explores the role of a designer's sense of engagement in early stage design. In the field of virtual reality, presence and immersion are standard measures of an individual's sense of engagement and involvement in an activity. High levels of presence might indicate that the designer is highly focused on the work. The central research question is the following: do designers who are more engaged in design activity, as measured by presence and immersive tendency questionnaires, produce better designs? An experiment was conducted to assess presence and immersive tendencies within the context of a hands-on, open-ended design-and-build activity. The results indicated that the designers' sense of immersion and presence ranged widely as well as their sense of frustration and calmness while performing the design activity. It was found that higher levels of presence correlated with either high design performance or low design performance. Lower levels of presence correlated with average design performance. No correlations were found between immersive tendency and design performance. This study suggests that some level of presence can be linked with better design, and it implies that level of presence might serve as an indicator of performance and learning in similar design-and-build activities.

Virtual Reality as Experiential Learning

2019 ◽  
Vol 42 (1) ◽  
pp. 29-39
Author(s):  
Daniel Collette ◽  
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Traditional Classroom ◽  
Classroom Technology ◽  
Classroom Experience ◽  
Course Objectives

While the pedagogical benefits of experiential learning are well known, classroom technology is a more contentious topic. In my experience, philosophy instructors are hesitant to embrace technology in their pedagogy. A great deal of this trepidation is justified: when technology serves only to replicate existing methods without contributing to course objectives, it unnecessarily adds extra work for the instructor and can even be a distraction from learning. However, I believe, if applied appropriately, technology can be used to positively enhance the philosophy classroom experience in ways that are not possible in traditional classroom settings – including new ways of experiential learning. To demonstrate this, I offer a case study of implementing virtual reality (VR) as a tool for experiential learning of philosophy. I show how having students “walk a plank” off a skyscraper in VR allowed me to exceed my course objectives for my Existentialism course in particularly effective ways that I could not have done without this technology.

scholarly journals A Sustainability Innovation Experiential Learning Model for Virtual Reality Chemistry Laboratory: An Empirical Study with PLS-SEM and IPMA

2019 ◽  
Vol 11 (4) ◽  
pp. 1027 ◽  
Author(s):  
Chung-Ho Su ◽  
Ting-Wen Cheng
Keyword(s):  
Academic Achievement ◽  
Virtual Reality ◽  
Experiential Learning ◽  
Learning Model ◽  
Partial Least Square ◽  
Learning Motivation ◽  
Chemistry Laboratory ◽  
Equation Modeling ◽  
Sustainable Innovation ◽  
Virtual Lab

This study focuses on serious virtual reality games, and how users can increase their understanding of the sustainable innovation learning (SIL) model and their familiarity with sustainable development strategies. “Users” of serious games consists of all possible target groups that are interested in attaining knowledge of sustainability through the use of games that are designed for a purpose beyond entertainment, in this case, for sustainable education. This research investigates the sustainable innovation experiential learning model by using a virtual chemistry laboratory to affect academic achievement. A questionnaire was completed by students who had used the virtual lab, and structural equation modeling (SEM) was applied for analysis. Importance-performance matrix analysis (IPMA) was able to help expand the basic partial least square (PLS)-SEM result with the fraction. The results show that experiential learning significantly affects learning motivation and academic achievement. Cognitive load and self-efficacy significantly affect learning motivation. Involvement significantly affects academic achievement. The virtual chemistry laboratory significantly affects academic achievement. Students who used the sustainability innovation experiential learning model obtained a better understanding of the chemical concepts. Moreover, a virtual lab promotes students’ motivation in regard to chemistry.

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