scholarly journals A Framework for the Use of Immersive Virtual Reality in Learning Environments

2020 ◽  
Vol 15 (24) ◽  
pp. 208
Author(s):  
Miriam Mulders ◽  
Josef Buchner ◽  
Michael Kerres
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Current Knowledge ◽  
Evidence Based ◽  
Immersive Virtual Reality ◽  
Educational Model ◽  
Multi Media ◽  
Media Learning

Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional con-cepts are missing. The design of iVR-technology-supported learning environ-ments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multi-media Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.

scholarly journals A Framework for Personalized Fully Immersive Virtual Reality Learning Environments with Gamified Design in Education

2021 ◽  
Author(s):  
Andreas Marougkas ◽  
Christos Troussas ◽  
Akrivi Krouska ◽  
Cleo Sgouropoulou
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Adaptive Design ◽  
Relevant Literature ◽  
Traditional Learning ◽  
Immersive Virtual Reality ◽  
Learning Methods ◽  
Head Mounted Displays ◽  
Educational Applications

Traditional learning methods frequently fail to provoke students’ interest, stimulate their enjoyment and encourage them to participate in learning activities, resulting in discomfort, distractions, and disengagement, if not quitting. Education’s goal is to improve the quality and effectiveness of teaching and learning methods. This paper aims to present a framework based on Virtual Reality (VR) technology and contemporary Head Mounted Displays, that incorporates game-based techniques and adaptive design according to the student’s profile. As a result, this paper analyzes the relevant literature, the VR apparatus, the importance of VR, as well as gamification, personalization and adaptive design in education, which are the learning foundations on which the framework is based. Finally, the framework’s modules and structure are presented, taking into account all of the previously mentioned parameters. This novel framework aspires to serve as a basis for educational applications that use immersive Virtual Reality technologies to transform learning procedures into entertaining, engaging, enjoyable, and effective experiences.

Virtual reality in Education. Broken promises or new hope?

2021 ◽  
Author(s):  
B. L. McGee ◽  
Lisa Jacka
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Evidence Based ◽  
Research Needs ◽  
Business Environments ◽  
Global Pandemic ◽  
Technology Changes ◽  
Software And Hardware ◽  
High Level ◽  
K 12

Virtual reality in one form or another has been around for over 50 years, most notably in entertainment and business environments. Technology-focused teachers have been leading the way with attempts at utilising and integrating virtual reality into K-12 and Higher Education. However, as quickly as technology changes so does the enthusiasm for the use in educational contexts. Much of this is due to the high-level cost (time and money) with no evidence-based educational return. In 2020 the global pandemic forced the education sector to innovate to provide authentic learning environments for students. The time is right for virtual reality to take centre stage. Over 171 million people worldwide currently use virtual reality, and the market in education is expected to grow by 42% over the next five years. This paper focuses on a range of virtual reality literature encompassing work across the spectrum of software and hardware, identifying where more educational implementation and research needs to be done and providing a perspective on future possibilities focusing on current affordances.

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

Virtual World Classrooms

2014 ◽  
pp. 233-260 ◽  
Author(s):  
Susan Martin Meggs ◽  
Sharon Kibbe ◽  
Annette Greer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Interior Design ◽  
Second Life ◽  
Teaching And Learning ◽  
Outcome Evaluation ◽  
Educational Value ◽  
Traditional Course ◽  
Laboratory Component

This chapter provides a comprehensive case study to demonstrate the longitudinal development of online pedagogy for higher education through a lens of interior design. The chapter presents constructivist theory as a guiding pedagogical framework for the creation of learning environments within Second Life (SL) virtual reality. Details of the rigorous process of incorporation of SL, as an enhancement to a traditional course with a laboratory component, is presented to validate the integrity of the scholarship of teaching and learning undertaken in the exemplar case study. The concluding components of the chapter review the iterative process of course outcome evaluation compared to course and accreditation standards to further demonstrate the educational value of virtual reality as an environment for learning.

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.

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.

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.

Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

2017 ◽  
Vol 27 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Evelyn K. Orman ◽  
Harry E. Price ◽  
Christine R. Russell
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Feasibility Study ◽  
Wind Band ◽  
Eye Contact ◽  
Head Tracking ◽  
Immersive Virtual Reality ◽  
Skill Improvement ◽  
Nonverbal Skills

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. Ten undergraduates randomly assigned to no VRLE ( n = 3), VRLE with head tracking ( n = 4), or VRLE without ( n = 3) head tracking received eight treatment sessions over a 4-week period. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. A comparison of pretest and posttest scores showed that students using the augmented immersive VRLE with head tracking demonstrated greater conducting skill improvement than those not using virtual reality.

scholarly journals تعليم اللغة العربية عبر الوسائط المتعددة وعلاقتها بالتعليم الحاسوبي على ضوء النظرية الإدراكية (Teaching Arabic Language through various mediators and its relation with learning computer in the light of cognitive theory)

1970 ◽  
Vol 3 (2) ◽  
Author(s):  
محمد فهام بن محمد غالب (Mohd Feham Bin Md Ghalib) ◽  
محمد ناصر بن محمد صبري (Mohammed Nasser bin Mohammed Sabri)
Keyword(s):  
Teaching And Learning ◽  
Cognitive Theory ◽  
Early Stage ◽  
Arabic Language ◽  
New Era ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Great Progress ◽  
Multi Media ◽  
The Government

ملخص البحثيتطلب التعليم في الزمن الحاضر استخدام الوسائل التعليمية الحديثة لتحقيق منهج تعليم ما، سواء أكان على مستوى عالٍ أم متوسط أم مبتدئ. وبما أن تعليم اللغة العربية في ماليزيا الآن قد شهد تطورًا كبيرًا، نظرًا لاهتمام الحكومة الماليزية بتعليم هذه اللغة وتعلّمها لدى المجتمع في هذا البلد، واستنادًا إلى ما نهتم به في هذا العصر الذي يشهد انفجارًا تقنيًا، يصبح من اللازم أن يستخدم المدرّسون الوسائط المتعددة في الفصول الدراسية حتى يتمّ تحقيق الأهداف المنشودة في عملية التعليم والتعلّم، وعلى الرغم من ذلك، يرى الباحثان أن استخدام الوسائط المتعددة في الفصول التدريسية تيسّر على المدرسين في تخطيط التدريس؛ وأنه في هذا العصر لا بدّ من استخدام التقنية في كثير من مجالات الحياة حتى في مجال التعليم عموما، وفي تعليم اللغة العربية خصوصاً. ونظرًا للتطورات العصرية المتلاحقة في مجال تقنية التعليم ووسائل الاتصال المعاصرة، فإن الباحثين يدركان ضرورة الإفادة منها لتحقيق كفاية نظام تدريس اللغة العربية في المدارس الابتدائية الماليزية خصوصاً بالاعتماد على توظيف الوسائط المتعددة في تعليم اللغة العربية لطلبتها.الكلمات المفتاحية: الوسائط المتعددة-العناصر-النظام-الحاسوب-التعليمAbstractTeaching in this new era requires the usage of modern educational aids in order to teach a course, whether it is in the advance, intermediate or early stage. Teaching of Arabic Language in Malaysia has seen great progress, due to the interest of  the Government of Malaysia in teaching and learning of this language among Malaysians. Due to the era of technology, it has become a must for teachers to use multi-media in order to reach a certain milestones in the process of teaching and learning. Nevertheless, the researchers see that in using multi-media in teaching has made it easier for teachers in planning the outline of the course and the use of technology in various scope of life including teaching is generally a must and in particular in the teaching Arabic Language. In the view of continuous development of technology in teaching field and modern means of communication, both researchers have noticed the benefit and importance of the use of technology or multi-media in the teaching of Arabic in elementary schools especially in Malaysia.Keywords:  Multi-media – Components – Rules – Computer – Teaching.Abstrak:Bidang pengajaran pada zaman sekarang menuntut penggunaan alat bantu mengajar yang moden agar kurikulum dapat direalisasikan, sama ada pada peringkat tinggi, pertengahan atau asas.  Memandangkan bidang pengajaran di Malaysia telah mengalami perkembangan pesat, perhatian khusus yang diberikan kerajaan terhadap pengajaran dan pembelajaran bahasa ini di kalangan masyarakat di Negara ini, dan bersandarkan kepada apa yang menjadi kepentingan kita pada zaman kejutan teknologiini, telah menjadi kewajipan tenaga pengajar untuk menggunakan pelbagai media dalam kelas agar objektif yang dikehendaki dalam pengajaran dan pembelajaran terlaksana. Sungguh pun begitu, pengkaji berpendapat bahawa penggunaan pelbagai media dalam kelas dapat memudahkan perancangan pengajaran, ditanbah pula pada zaman ini penggunaan teknologi dalam kehidupan adalah kemestian apatah lagi dalam bidang pengajaran secara aminya, dan dalam pengajaran bahasa Arab secara khususnya.  Dan melihat kepada perkembangan terkini berkaitan teknologi pengajaran dan medium komunikasi terkini, pengkaji menye dari  kepentingan mempergunakan teknologi ini dalam merealisasikan system pengjaran bahasa Arab di sekolah rendah di Malaysia khususnya dengan bergantung kepada penggunaan pelbagai media dalam pengajaran bahasa Arab kepada pelajarnya.Kata kunci: pelbagai media – elemen – sistem – computer – pengajaran

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