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.

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.

Immersive vs. non-immersive virtual reality learning environments

2021 ◽  
Author(s):  
Diego Vergara-Rodriguez ◽  
Alejandro Gomez-Asenjo ◽  
Pablo Fernandez-Arias ◽  
Ana Isabel Gomez-Vallecillo ◽  
Victoria Eugenia Lamas-Alvarez ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Immersive Virtual Reality

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 A framework to study learning in a complex learning environment

2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Environment ◽  
Activity Theory ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Experience ◽  
Complex Learning ◽  
Complex Computer

This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.DOI: 10.1080/0968776042000211539

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

2021 ◽  
pp. 073563312110629
Author(s):  
Jiayan Zhao ◽  
Jan Oliver Wallgrün ◽  
Pejman Sajjadi ◽  
Peter LaFemina ◽  
Kenneth Y. T. Lim ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Longitudinal Research ◽  
Learning Experience ◽  
Field Trips ◽  
Emotional Engagement ◽  
Virtual Field Trips ◽  
Spatial Presence ◽  
Longitudinal Effects ◽  
Virtual Field

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.

Supporting Group and Individual Processes in Web-Based Collaborative Learning Environments

2010 ◽  
pp. 396-413 ◽  
Author(s):  
F. Pozzi
Keyword(s):  
Individual Differences ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Group Differences ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Monitoring Model ◽  
Different Levels

This chapter tackles the issue of how it is possible to integrate individual differences in the learning design of Web-based collaborative learning experiences. In particular, in online collaborative learning environments, it is quite common to adopt techniques to support collaboration and interactions among peers. This contribution proposes to monitor the enactment of the collaborative techniques to make individual and group differences emerge, thus allowing the consequent customization of the learning experience. To this aim, a monitoring model is proposed, whose flexibility allows the tutor to bring different aspects and different levels of the ongoing learning process under control.

Lectures and Discussions in Semi-Immersive Virtual Reality Learning Environments

2019 ◽  
pp. 89-123
Author(s):  
Natalie Nussli ◽  
Kevin Oh ◽  
Nicole Cuadro ◽  
Melisa Kaye
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Second Life ◽  
Mental Effort ◽  
Immersive Virtual Reality ◽  
Social Conventions ◽  
Desktop Virtual Reality ◽  
Teacher Trainees ◽  
Multiple Voices ◽  
Communication Modalities

This chapter describes a study that was conducted in a semi-immersive desktop virtual reality environment. The study investigated teacher trainees' perceptions of their mental effort in Second Life, their satisfaction with the communication modalities, and their perceived social behavioral changes. In the first event, only the instructor (host) used voice to communicate while all participants as well as the in-text facilitator (co-host) used text chat only. In the second event, not only did both hosts use voice, but the participants also had the option to use voice rather than text. The majority of teacher trainees appreciated the freedom to choose either modality. The integration of voice was perceived as humanizing the discussion, increasing the flow, and making the conversation more engaging. However, the addition of multiple voices was believed to increase their mental effort. While some teacher trainees felt more relaxed and more open in a virtual discussion, others reported a lack of attention and honesty as well as a tendency to ignore social conventions.

Learning with Immersive Virtual Reality: An Exploratory Study of Chinese College Nursing Students

RELC Journal ◽  
2021 ◽  
pp. 003368822110448
Author(s):  
Junjie Gavin Wu ◽  
Lindsay Miller ◽  
Qing Huang ◽  
Minjuan Wang
Keyword(s):  
Virtual Reality ◽  
Nursing Students ◽  
Language Learning ◽  
Learning Experience ◽  
Small Scale ◽  
Complex Nature ◽  
Data Set ◽  
Pedagogical Innovation ◽  
One Step ◽  
Effective Use

As an emerging technology, virtual reality (VR) is now being used in education, particularly with STEM-related learning. However, as with all pedagogical innovation, there is a lack of empirical research on the application of VR in situations where students are using it with their second language (L2) and existing studies generally rely on the use of non-immersive VR tools. This paper is one step in a process of understanding the affordances and constraints of a fully immersive VR system in facilitating language learning for English as a foreign language (EFL) nurses. The results of a small-scale study suggested that learners appreciated the different features of VR, which enhanced the integration of virtuality, reality, and mentality. In addition, mediating factors of this VR learning experience were discussed based on the data set. Informed by the current findings, the paper puts forward suggestions for designing VR-supported language learning, which hopefully sheds some light on the complex nature of the effective use of VR in learning.

Sign in / Sign up

Export Citation Format

Share Document