scholarly journals Virtual reality for student learning: Understanding individual differences

2020 ◽  
pp. 28-36 ◽  
Author(s):  
Ping Li ◽  
◽  
Jennifer Legault ◽  
Alexander Klippel ◽  
Jiayan Zhao ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Individual Differences ◽  
Student Learning

scholarly journals Individual differences in virtual reality: Are spatial presence and spatial ability linked?

2016 ◽  
Vol 20 (4) ◽  
pp. 203-212 ◽  
Author(s):  
Matthew Coxon ◽  
Nathan Kelly ◽  
Sarah Page
Keyword(s):  
Virtual Reality ◽  
Individual Differences ◽  
Spatial Ability ◽  
Spatial Presence

Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

scholarly journals Effects of Virtual Reality on Student Learning in Materials and Methods Course

10.29007/qm9s ◽  
2020 ◽  
Author(s):  
Jason Lucas ◽  
Dhaval Gajjar
Keyword(s):  
Virtual Reality ◽  
Student Learning ◽  
Interactive Learning ◽  
Traditional Classroom ◽  
Frame Structure ◽  
Methods Course ◽  
Control Group ◽  
Simulated Environment ◽  
Wood Frame ◽  
Small Wood

Virtual Reality (VR) offers a method of active and interactive learning. In this research, a VR-based simulated environment is used to help students gain an understanding in the sequencing of construction activities within an undergraduate materials and methods course. The VR simulation was developed to augment traditional classroom learning methods. The sequencing simulation allows students to freely navigate through the simulation and walk through the steps of the construction for a small wood frame structure. The simulation was developed for both immersive and non-immersive desktop-based simulations. During early studies, it was found that students were receptive of the technology and perceived a benefit in understanding spatial qualities as well as components of assembly but actual effects of learning were not identified. The current study explores the actual effects of student learning when incorporating simulation into the coursework. This paper discusses the comparison of students learning from a control group where the simulation was not used to the learning of a group who utilized the desktop-based simulation in addition to traditional classroom methods.

Individual differences in negative group work experiences in collaborative student learning

2008 ◽  
Vol 28 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Regina Pauli ◽  
Changiz Mohiyeddini ◽  
Diane Bray ◽  
Fran Michie ◽  
Becky Street
Keyword(s):  
Individual Differences ◽  
Student Learning ◽  
Group Work ◽  
Work Experiences ◽  
Negative Group
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