STAIRWAY TO HEAVEN: INSTRUCTIONAL DESIGN ALIGNMENT IN A SERIOUS GAME FOR EXPERIENTIAL RELIGIOUS EDUCATION IN VIRTUAL REALITY

2020 ◽  
Author(s):  
Stylianos Mystakidis ◽  
Maria Fragkaki ◽  
Ioannis Hatzilygeroudis
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Religious Education ◽  
Serious Game

Short- and long-term learning of job interview with a serious game in virtual reality: influence of eyestrain, stereoscopy, and apparatus

2021 ◽  
Author(s):  
Alexis D. Souchet ◽  
Stéphanie Philippe ◽  
Aurélien Lévêque ◽  
Floriane Ober ◽  
Laure Leroy
Keyword(s):  
Virtual Reality ◽  
Serious Game ◽  
Job Interview ◽  
Short And Long Term

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

Using a Virtual Reality Serious Game to Assess the Performance of Older Adults with Frailty

2020 ◽  
pp. 127-139
Author(s):  
Ioannis Paliokas ◽  
Elias Kalamaras ◽  
Konstantinos Votis ◽  
Stefanos Doumpoulakis ◽  
Eftychia Lakka ◽  
...  
Keyword(s):  
Older Adults ◽  
Virtual Reality ◽  
Serious Game

TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”

2020 ◽  
Author(s):  
Maria Fragkaki ◽  
Stylianos Mystakidis ◽  
Ioannis Hatzilygeroudis ◽  
Konstantinos Kovas ◽  
Zuzana Palkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Instructional Design ◽  
Instructional Design Model ◽  
Design Model

Emergent Technologies Shaping Instructional Design

2020 ◽  
pp. 1607-1630
Author(s):  
Pascal Roubides
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Literature Review ◽  
Human Behavior ◽  
Adaptive Learning ◽  
Past Century ◽  
Emergent Technologies ◽  
Professional Field ◽  
And Performance ◽  
Near Future

This chapter discusses emergent technologies that are currently shaping or expected to shape the field of instructional design in the near future. The discussion begins with a brief overview of instructional design as a professional field over the past century, then focuses on current and promising trends for the field based on advances in technologies supporting instructional development. This chapter intends to provide a centralized literature review of multiple pathways currently being carved in the field, encompassing several parallel trending areas, such as adaptive learning, digital storytelling, gamification, simulation technologies, augmented and virtual reality, cybernetics, the xAPI standard, mobile and ubiquitous learning, and offer a glimpse of how they are shaping or expected to shape the future of all those involved in designing and delivering learning or effecting human behavior and performance change.

Virtual and Augmented Reality

2019 ◽  
pp. 12-23 ◽  
Author(s):  
Liston William Bailey
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Augmented Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Common Elements ◽  
Research Institutions ◽  
Virtual And Augmented Reality ◽  
Instructional Design Practices

This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.

Immersion, Narrative, and Replayability as the Motivational and Attractiveness Factors in Serious Games

2012 ◽  
pp. 991-1008 ◽  
Author(s):  
Pollyana Notargiacomo Mustaro ◽  
Raphael Leal Mendonça
Keyword(s):  
Instructional Design ◽  
Teaching Strategies ◽  
Serious Games ◽  
Serious Game ◽  
Learning Theories ◽  
Game Development ◽  
Electronic Games

Serious games, electronic games whose purpose is work educational elements, often do not reach this goal because by being included the content and teaching strategies, the fun’s dimension and motivation to interact are reduced. In this sense, this chapter presents a proposal for the use of immersion, narrative, and replayability as devices to make serious games more attractive to the student in general. These three elements are explored theoretically and then analyzed and aligned with proposals for instructional design and learning theories. As a result, a development proposal for Serious Game Development Document (SGDD) and a rubric for evaluation of use are presented. With this, it is expected to contribute and assist not only with development, but also with in the analysis of serious games.

How Teachers Use Instructional Design in Real Classrooms

2005 ◽  
pp. 1344-1348
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

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