scholarly journals Virtual Reality for Experiential Education: A User Experience Exploration

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Experiential Education ◽  
User Experience ◽  
Tertiary Education ◽  
Strong Support ◽  
Structured Interviews ◽  
Negative Experiences ◽  
Tourism Education ◽  
Education Tool ◽  
User Perspectives

Virtual reality technology has made significant advances and is now widely recognised for its potential to provide fully immersive experiences that have relevance to many aspects of life, including education. This paper explores the effectiveness of VR technology for situated experiential education by adopting a user experience (UX) theoretical framing of an example application in tourism education. The trial of a VR-based experiential education tool followed by semi-structured interviews revealed many positive user perspectives that lend strong support for the technology’s use for experiential education, however, several negative experiences were also identified, included the debilitating impact of motion sickness. The UX framework contributes a deeper analysis of the positive and negative experiences by applying the three UX facets, beyond instrumental facet, emotion & affect facet, and the experiential facet, which in combination serve to not only identify key areas requiring improvement but also assists in the prioritisation process. While the exploratory findings promote further engagement with VR to foster experiential education more research is required to locate VR’s broader pedagogical place in tertiary education.

scholarly journals Virtual Reality for Experiential Education: A User Experience Exploration

2020 ◽  
pp. 96-110
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Experiential Education ◽  
User Experience ◽  
Tertiary Education ◽  
Strong Support ◽  
Structured Interviews ◽  
Negative Experiences ◽  
Tourism Education ◽  
Education Tool ◽  
User Perspectives

Virtual reality technology has made significant advances and is now widely recognised for its potential to provide fully immersive experiences that have relevance to many aspects of life, including education. This paper explores the effectiveness of VR technology for situated experiential education by adopting a user experience (UX) theoretical framing of an example application in tourism education. The trial of a VR-based experiential education tool followed by semi-structured interviews revealed many positive user perspectives that lend strong support for the technology’s use for experiential education, however, several negative experiences were also identified, included the debilitating impact of motion sickness. The UX framework contributes a deeper analysis of the positive and negative experiences by applying the three UX facets, beyond instrumental facet, emotion & affect facet, and the experiential facet, which in combination serve to not only identify key areas requiring improvement but also assists in the prioritisation process. While the exploratory findings promote further engagement with VR to foster experiential education more research is required to locate VR’s broader pedagogical place in tertiary education.

scholarly journals Virtual Reality for Experiential Education: A User Experience Exploration

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Experiential Education ◽  
User Experience ◽  
Tertiary Education ◽  
Strong Support ◽  
Structured Interviews ◽  
Negative Experiences ◽  
Tourism Education ◽  
Education Tool ◽  
User Perspectives

Virtual reality technology has made significant advances and is now widely recognised for its potential to provide fully immersive experiences that have relevance to many aspects of life, including education. This paper explores the effectiveness of VR technology for situated experiential education by adopting a user experience (UX) theoretical framing of an example application in tourism education. The trial of a VR-based experiential education tool followed by semi-structured interviews revealed many positive user perspectives that lend strong support for the technology’s use for experiential education, however, several negative experiences were also identified, included the debilitating impact of motion sickness. The UX framework contributes a deeper analysis of the positive and negative experiences by applying the three UX facets, beyond instrumental facet, emotion & affect facet, and the experiential facet, which in combination serve to not only identify key areas requiring improvement but also assists in the prioritisation process. While the exploratory findings promote further engagement with VR to foster experiential education more research is required to locate VR’s broader pedagogical place in tertiary education.

scholarly journals Full-immersion virtual reality for experiential education: An exploratory user experience analysis

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Experiential Education ◽  
User Experience ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Negative Experiences ◽  
Research Areas ◽  
Effective Pedagogy ◽  
Tourism Education ◽  
Full Immersion

Experiential education is widely considered an effective pedagogy to foster learning for our rapidly changing world. Despite this, residential fieldtrips are on the decline. Recent advances in full-immersion virtual reality (VR) technology offer great potential to make situated experiential education, such as fieldtrips, more accessible to educational institutions, however, research on VR technology’s effectiveness in this context is lacking. This article documents exploratory action research which examines the effectiveness of full-immersion VR technology for experiential education by adopting a user experience (UX) analytical frame. Six university staff and five students who participated in a trial of a virtual environment developed for sustainable tourism education, discussed their user experience through semi-structured interviews. The UX lens which distinguished between three UX facets during the analysis, beyond the instrumental, emotion and affect, experiential, serves to identify research areas requiring attention and assists in the technology’s improvement prioritisation. Interviews revealed many positive perspectives thus lending support to VR technology’s suitability to foster experiential education, however, several negative experiences were also identified; principally motion sickness. The exploratory findings suggest that more research is warranted to more comprehensively examine VR technology’s capacity to foster experiential education and locate VR’s place in the education landscape.

scholarly journals Full-immersion virtual reality for experiential education: An exploratory user experience analysis

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Experiential Education ◽  
User Experience ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Negative Experiences ◽  
Research Areas ◽  
Effective Pedagogy ◽  
Tourism Education ◽  
Full Immersion

Experiential education is widely considered an effective pedagogy to foster learning for our rapidly changing world. Despite this, residential fieldtrips are on the decline. Recent advances in full-immersion virtual reality (VR) technology offer great potential to make situated experiential education, such as fieldtrips, more accessible to educational institutions, however, research on VR technology’s effectiveness in this context is lacking. This article documents exploratory action research which examines the effectiveness of full-immersion VR technology for experiential education by adopting a user experience (UX) analytical frame. Six university staff and five students who participated in a trial of a virtual environment developed for sustainable tourism education, discussed their user experience through semi-structured interviews. The UX lens which distinguished between three UX facets during the analysis, beyond the instrumental, emotion and affect, experiential, serves to identify research areas requiring attention and assists in the technology’s improvement prioritisation. Interviews revealed many positive perspectives thus lending support to VR technology’s suitability to foster experiential education, however, several negative experiences were also identified; principally motion sickness. The exploratory findings suggest that more research is warranted to more comprehensively examine VR technology’s capacity to foster experiential education and locate VR’s place in the education landscape.

scholarly journals The post-Olympic Games experience: A qualitative investigation of Australian Rio Olympians

2019 ◽  
Author(s):  
Andrew Bennie ◽  
Courtney C. Walton ◽  
Donna O'COnnor ◽  
Lauren Fitzsimons ◽  
Thomas Hammond
Keyword(s):  
Olympic Games ◽  
Strong Support ◽  
Structured Interviews ◽  
Performance Expectations ◽  
Negative Experiences ◽  
Olympic Athletes ◽  
Specific Factors ◽  
Or Team ◽  
Individual Sports ◽  
Sport Organisation

Background: While research into Olympic Athletes’ career transitions and retirement has led to a deeper understanding of important factors for athletes in this context, considerably less is known about the experiences of athletes in the immediate phase following an Olympic Games. Objectives: The purpose of this research was to investigate Australian Olympic athletes’ experiences during the period of time immediately following the conclusion of the 2016 Rio Olympic Games. This involved investigating specific factors that influenced athletes’ post-games realities of success, failure, and return to everyday life.Design: Qualitative-inductiveMethods: Eighteen Australian Rio Olympic Games athletes (Female N=9, Male N=9) from a variety of team and individual sports participated in semi-structured interviews that explored their post-Olympic Games experiences. Thematic analysis was used to inductively analyse the data. Results: In the period immediately following the Rio Olympic campaign, many athletes felt a sense of relief before coming to terms with a post-Olympic ‘come down’. While positive and negative transitions back to reality following the Rio Games were influenced by performance expectations, positive transitions generally occurred when athletes had made plans for the post-Games phase and received strong support from family, teammates, and sport governing bodies. Conversely, negative experiences tended to occur where funding ceased, coach-athlete relationships fell apart, or team structures were dissolved following the Olympic event. Conclusions: Overall, athletes had a variety of experiences during the post-Olympic period and as such, it is critical to consider their needs individually. The findings of this project have implications at the micro (athlete, coach) and macro (National Sport Organisation) levels that could be used to better inform the targeted development of post-Olympic programs.

User Experience of Public Speaking Practice in Virtual Reality

2020 ◽  
pp. 235-249
Author(s):  
Alice Gruber ◽  
Regina Kaplan-Rakowski
Keyword(s):  
Virtual Reality ◽  
User Experience ◽  
Nonverbal Behavior ◽  
Public Speaking ◽  
Virtual Space ◽  
Body Motion ◽  
Public Speaking Anxiety ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
Sense Of Presence

This study investigated how the sense of presence and the plausibility illusion of high-immersion virtual reality (VR) impacted students' public speaking anxiety when presenting in a foreign language. In the study, the students gave eight presentations in a VR classroom while using a high-immersion VR headset. The students' virtual audience resembled classmates who were programmed to show nonverbal behavior, such as gestures, mimicry, and body motion. Analysis of subsequent individual semi-structured interviews with the students showed that they experienced a sense of presence and plausibility illusion about the virtual audience and the virtual space. The participants also saw VR as an effective tool for practicing public speaking and reducing any attendant anxiety.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

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