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.

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.

Desktop Virtual Reality Applications for Training Personnel of Small Businesses

2011 ◽  
pp. 837-856 ◽  
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Arthur Edwards ◽  
Raul Aquino-Santos ◽  
Samir El-Seoud ◽  
Miguel Vargas Martin
Keyword(s):  
Virtual Reality ◽  
Second Life ◽  
Small Businesses ◽  
Past Research ◽  
International Markets ◽  
Technical Training ◽  
Future Trends ◽  
Desktop Virtual Reality ◽  
Competency Based ◽  
Desktop Vr

Small and medium-sized businesses (SMBs) in most world economies suffer from a series of intense economic pressures from local, regional and international markets. Although these problems are microeconomic to the small and medium-sized business, they are directly related to macro economic factors, particularly in the case of labor. One of the main pressures small and medium-sized businesses suffer from is the lack of worker technical skills. Past research has consistently shown that virtual reality (VR) can be effective for supporting competency-based training skills. The objective of this chapter is to provide an overview on how virtual reality can be used to support technical training in SMBs, including the use of Second Life and DIVE VR platforms. This chapter describes a desktop VR Application for training car mechanics from a small business and highlights advantages and challenges of desktop virtual reality for technical training. Finally, future trends related to the use of VR in training are discussed.

Designing for Interactivity, While Scaffolding Student Entry, Within Immersive Virtual Reality Environments

2018 ◽  
Vol 47 (3) ◽  
pp. 292-317 ◽  
Author(s):  
Eileen A. O’Connor ◽  
Terri Worman
Keyword(s):  
Virtual Reality ◽  
Second Life ◽  
Three Dimensional ◽  
Effective Practices ◽  
Immersive Virtual Reality ◽  
Education Students ◽  
Self Evaluation ◽  
Reduced Costs ◽  
Student Reports ◽  
Teacher Education Students

Since the advent of Second Life in 2004, immersive virtual-reality (VR) environments have been readily available to educators; more recent open-source environments have reduced costs significantly. This study reports on data gathered from an avatar-based immersive experience where teacher-education students gathered in VR spaces for synchronous meetings, learning how to maneuver within the environment, modify their avatars’ appearances, and develop preliminary three-dimensional building perspectives. Student reports and instructor observations throughout the course and a final student self-evaluation provided insights into both the challenges experienced and effective practices within this immersive VR environment. Overall, students developed significant trust and camaraderie with their colleagues as they went through problem-solving experiences, finding that initial challenges often subsided with the help of course colleagues. Students enjoyed the experience and considered VR applications for their classrooms. The report concludes with general recommendations for the design of productive VR learning environments within many different settings.

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.

Desktop Virtual Reality Applications for Training Personnel of Small Businesses

2011 ◽  
pp. 69-88
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Arthur Edwards ◽  
Raul Aquino-Santos ◽  
Samir El-Seoud ◽  
Miguel Vargas Martin
Keyword(s):  
Virtual Reality ◽  
Second Life ◽  
Small Businesses ◽  
Past Research ◽  
International Markets ◽  
Technical Training ◽  
Future Trends ◽  
Desktop Virtual Reality ◽  
Competency Based ◽  
Desktop Vr

Small and medium-sized businesses (SMBs) in most world economies suffer from a series of intense economic pressures from local, regional and international markets. Although these problems are microeconomic to the small and medium-sized business, they are directly related to macro economic factors, particularly in the case of labor. One of the main pressures small and medium-sized businesses suffer from is the lack of worker technical skills. Past research has consistently shown that virtual reality (VR) can be effective for supporting competency-based training skills. The objective of this chapter is to provide an overview on how virtual reality can be used to support technical training in SMBs, including the use of Second Life and DIVE VR platforms. This chapter describes a desktop VR Application for training car mechanics from a small business and highlights advantages and challenges of desktop virtual reality for technical training. Finally, future trends related to the use of VR in training are discussed.

Case Analysis

2018 ◽  
pp. 1200-1218
Author(s):  
Annette Greer ◽  
Susan Martin Meggs ◽  
Sharon Kibbe
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Learning Strategies ◽  
Second Life ◽  
Case Analysis ◽  
Pedagogical Tool ◽  
Case Examples ◽  
Undergraduate Instruction ◽  
Complete Alignment ◽  
Ongoing Evaluation

This chapter describes an ongoing evaluation of Second Life (SL) virtual reality as a pedagogical tool in theory anchored undergraduate education. SL has been found to advance learning, collaboration, engagement, and critical thinking among students. This chapter presents a process for evaluating, documenting and analyzing the development and implementation of virtual learning environments at institutions of higher education using case examples to establish output measures. Important to successful incorporation of SL in undergraduate instruction is ensuring that the training students receive in SL align with the assignments they are expected to complete. Alignment of SL activities and the course curriculum into a workable sequence is an essential aspect of a “plan, implement, evaluate, refine” rotation for creating learning strategies within the virtual environment that meets learner styles. Since incorporating SL, the authors have found evidence that virtual reality enhances student engagement and learning outcomes are comparable to improved to those from a traditional classroom.

Case Analysis

2016 ◽  
pp. 289-306
Author(s):  
Annette Greer ◽  
Susan Martin Meggs ◽  
Sharon Kibbe
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Learning Strategies ◽  
Second Life ◽  
Case Analysis ◽  
Pedagogical Tool ◽  
Case Examples ◽  
Undergraduate Instruction ◽  
Complete Alignment ◽  
Ongoing Evaluation

This chapter describes an ongoing evaluation of Second Life (SL) virtual reality as a pedagogical tool in theory anchored undergraduate education. SL has been found to advance learning, collaboration, engagement, and critical thinking among students. This chapter presents a process for evaluating, documenting and analyzing the development and implementation of virtual learning environments at institutions of higher education using case examples to establish output measures. Important to successful incorporation of SL in undergraduate instruction is ensuring that the training students receive in SL align with the assignments they are expected to complete. Alignment of SL activities and the course curriculum into a workable sequence is an essential aspect of a “plan, implement, evaluate, refine” rotation for creating learning strategies within the virtual environment that meets learner styles. Since incorporating SL, the authors have found evidence that virtual reality enhances student engagement and learning outcomes are comparable to improved to those from a traditional classroom.

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