A practitioner framework for blended learning classroom inquiry-based virtual reality lessons

2020 ◽  
Vol 17 (6) ◽  
pp. 521-540
Author(s):  
Alex G Fegely ◽  
Heather N Hagan ◽  
George H Warriner
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Blended Learning ◽  
Modern Technology ◽  
Inquiry Based Learning ◽  
Classroom Inquiry

This article presents the Blended Learning Virtual Reality Inquiry Framework, an original framework for creating virtual reality inquiry-based lessons for the modern technology-driven classroom. The framework shared in this article invokes research on blended learning , experiential learning, and inquiry-based learning to structure a virtual reality-specific lesson model. The authors present the theory and research behind each aspect of the framework before explaining how the framework is used. The article concludes by providing practitioners with a standard-aligned Blended Learning Virtual Reality Inquiry Framework lesson example.

Entwicklung neuer Trainingsstrategien (Blended Learning) in der Medizin am Beispiel der Virtual-Reality-Laparaskopie Simulation

2016 ◽  
Vol 54 (08) ◽  
Author(s):  
S Huppert ◽  
G Kaup ◽  
J Broschewitz ◽  
GM Sommer ◽  
I Gockel ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Blended Learning

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 Blended Learning Through an Interactive Mobile Application for Teaching Autistic Kindergarten Students

2021 ◽  
pp. 132-146
Author(s):  
Mohammed Yousif
Keyword(s):  
Virtual Reality ◽  
Blended Learning ◽  
Mobile Phones ◽  
Mobile Applications ◽  
Mobile Application ◽  
Kindergarten Students ◽  
Interactive Learning Environment ◽  
Daily Lives ◽  
The World ◽  
Therapy Sessions

The mobile applications industry has had significant growth in the last few years. Mobile phones are everywhere since we use them in every part of our daily lives for entertainment, communication and other various uses. Unfortunately, there was also a substantial increase the number of autism cases in kids around the world, which has prompted for a dire need of a therapy method that is cheap, reliable and accessible for everyone who needs it. Researchers have tried several methods, like robotics and virtual reality, to help in the therapy of autistic children. While their results were promising, these technologies are still out of reach of most users due to their high cost. Mobile phones, however, are much more accessible since everyone has one, and they have a wide array of useful gadgets that can be used in making the therapy sessions more engaging and fun such as cameras, accelerometers, speakers, microphones and others. This project aims to design and implement an interactive learning environment based on a mobile application for teaching kids with special needs. 

scholarly journals ASIAVR: Asian Studies Virtual Reality Game a Learning Tool

2021 ◽  
Vol 5 (1) ◽  
pp. 475-488
Author(s):  
Kenn Migan Vincent Gumonan ◽  
◽  
Aleta Fabregas ◽  
Keyword(s):  
Virtual Reality ◽  
Good Alternative ◽  
Modern Technology ◽  
Independent Learning ◽  
Application Development ◽  
Asian Studies ◽  
Learning Tool ◽  
Alternative Learning ◽  
User Design ◽  
And Performance

Purpose–The study aims to develop an application that will serve as an alternative learning tool for learning Asian Studies. The delivery of lessons into a virtual reality game dependson the pace of students. The developed application comprises several more features that enable users to get valuable information from an immersive environment.Method–The researchers used Rapid Application Development (RAD) in developing the application. It follows phases such as requirement planning, user design, construction, and cutover. Two sets of questionnaires were developed, one for the teachers and another for the students. Then, testing and evaluation were conducted through purposive sampling to select the respondents.Results–The application was overall rated as 3.56 which is verbally interpreted as very good. The result was based on the system evaluation using ISO 9126 in terms of functionality, usability, content, reliability, and performance. 476Conclusion–The developed application meets the objectives to provide an alternative learning tool for learning Asian Studies. The application is well commended and accepted by the end-users to provide an interactive and immersive environment for students to learn at their own pace. Recommendations–Further enhancement of the audio, gameplay, and graphics of the tool. Schools should take into consideration the adoption of the Asian Studies Virtual Reality as a good alternative tool for their teachers and students to teach and learn Asian Studies. The use of more 3D objects relevant to the given information to enhance game experience may be considered.A databank for the quiz questions that will be loaded into the game should also be considered.Research Implications–The integration of modern technology in education has been a vital part of the learning process, especially when technological resources are available. Development and adaptation of this application will promote an alternative way of independent learning among students and will give them a better understanding of Asian Studies at their own pace.

A FRAMEWORK FOR BOOSTING THE AUTONOMOUS AND EXPERIENTIAL LEARNING FOR UNDERGRADUATE ENGINEERING STUDENTS UNDER BLENDED LEARNING

2018 ◽  
Author(s):  
David Santillán Sánchez ◽  
Juan Mosquera Feijoo ◽  
Luis Cueto-Felgueroso ◽  
Beatriz González Rodrigo ◽  
Fernando Suárez Guerra ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Engineering Students ◽  
Undergraduate Engineering

Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

2014 ◽  
pp. 673-688
Author(s):  
Charalambos Mouzakis ◽  
Haralampos Tsaknakis ◽  
Chrysanthi Tziortzioti
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Development Program ◽  
Learning Outcome ◽  
Professional Development Program ◽  
Theoretical Rationale ◽  
Face To Face ◽  
Design And Implementation ◽  
Teachers Professional Development

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

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