A Constructivist Desktop Virtual Reality-Based Approach to Learning in a Higher Education Institution

2019 ◽  
pp. 258-283
Author(s):  
Serpil Meri-Yilan
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Language Learning ◽  
Education Institution ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Desktop Virtual Reality ◽  
High System ◽  
Learner Differences ◽  
Desktop Vr

Virtual reality (VR) technology has recently started shaping learning, especially language learning, with the aim of immersing learners into a VR learning environment. However, because of the high system cost of fully immersive VR, desktop VR has been implemented and preferred in educational settings. Based on a constructivist approach, desktop VR has drawn attention to the need for learner autonomy and an authentic VR learning environment. Therefore, this chapter describes empirical research on desktop VR-based learning using a constructivist approach. The research examined university students' interaction and perceptions of learning in this kind of learning environment. Based on the empirical findings gathered from observations and interviews, this chapter has aimed to discuss not only the issues observed both in previous studies and in this chapter, but also additional issues such as scaffolding, self-paced learning, collaboration, and learner differences in order for learning to occur in a well-designed desktop VR learning environment.

scholarly journals Lessons Learned From Immersive and Desktop VR Training of Mines Rescuers

2021 ◽  
Vol 2 ◽  
Author(s):  
Shiva Pedram ◽  
Richard Skarbez ◽  
Stephen Palmisano ◽  
Matthew Farrelly ◽  
Pascal Perez
Keyword(s):  
Virtual Reality ◽  
Lessons Learned ◽  
Learning Context ◽  
Desktop Virtual Reality ◽  
Learning Content ◽  
Collective Decisions ◽  
Vr Training ◽  
Components Analysis ◽  
Desktop Vr

This paper discusses results from two successive rounds of virtual mines rescue training. The first round was conducted in a surround projection environment (360-VR), and the second round was conducted in desktop virtual reality (Desktop-VR). In the 360-VR condition, trainees participated as groups, making collective decisions. In the Desktop-VR condition, trainees could control their avatars individually. Overall, 372 participants took part in this study, including 284 mines rescuers who took part in 360-VR, and 243 in Desktop-VR. (155 rescuers experienced both.) Each rescuer who trained in 360-VR completed a battery of pre- and post-training questionnaires. Those who attended the Desktop-VR session only completed the post-training questionnaire. We performed principal components analysis on the questionnaire data, followed by a multiple regression analysis, the results of which suggest that the chief factor contributing to positive learning outcome was Learning Context, which extracted information about the quality of the learning content, the trainers, and their feedback. Subjective feedback from the Desktop-VR participants indicated that they preferred Desktop-VR to 360-VR for this training activity, which highlights the importance of choosing an appropriate platform for training applications, and links back to the importance of Learning Context. Overall, we conclude the following: 1) it is possible to train effectively using a variety of technologies but technology that is well-suited to the training task is more useful than technology that is “more advanced,” and 2) factors that have always been important in training, such as the quality of human trainers, remain critical for virtual reality training.

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.

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.

scholarly journals Efficacy of Virtual Reality in Painting Art Exhibitions Appreciation

2020 ◽  
Vol 10 (9) ◽  
pp. 3012 ◽  
Author(s):  
Chih-Long Lin ◽  
Si-Jing Chen ◽  
Rungtai Lin
Keyword(s):  
Virtual Reality ◽  
Digital Technology ◽  
Art Appreciation ◽  
Object Size ◽  
Art Exhibitions ◽  
Head Mounted Display ◽  
Desktop Virtual Reality ◽  
Wide Range ◽  
Significant Difference ◽  
Desktop Vr

Virtual reality (VR) technology has been employed in a wide range of fields, from entertainment to medicine and engineering. Advances in VR also provide new opportunities in art exhibitions. This study discusses the experience of art appreciation through desktop virtual reality (Desktop VR) or head-mounted display virtual reality (HMD VR) and compares it with appreciating a physical painting. Seventy-eight university students participated in the study. According to the findings of this study, painting evaluation and the emotions expressed during the appreciation show no significant difference under these three conditions, indicating that the participants believe that paintings, regardless of whether they are viewed through VR, are similar. Owing to the limitation of the operation, the participants considered HMD VR to be a tool that hinders free appreciation of paintings. In addition, attention should be paid to the proper projected size of words and paintings for better reading and viewing. The above indicates that through digital technology, we can shorten the gap between a virtual painting and a physical one; however, we must still improve the design of object size and the interaction in the VR context so that a virtual exhibition can be as impressive as a physical one.

scholarly journals A Survey of Technologies for Building Collaborative Virtual Environments

2009 ◽  
Vol 8 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Timothy E. Wright ◽  
Greg Madey
Keyword(s):  
Risk Assessment ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Building Blocks ◽  
Review Of The Literature ◽  
Collaborative Virtual Environments ◽  
Collaborative Virtual Environment ◽  
Desktop Virtual Reality ◽  
Desktop Vr

What viable technologies exist to enable the development of so-called desktop virtual reality (desktop-VR) applications? Specifically, which of these are active and capable of helping us to engineer a collaborative, virtual environment (CVE)? A review of the literature and numerous project websites indicates an array of both overlapping and disparate approaches to this problem. In this paper, we review and perform a risk assessment of 16 prominent desktop-VR technologies (some building-blocks, some entire platforms) in an effort to determine the most efficacious tool or tools for constructing a CVE

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

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