scholarly journals Smartphone-based Virtual Reality as an Immersive Tool for Teaching Marketing Concepts

2021 ◽  
Vol 2 (1) ◽  
pp. 0-0
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
New Technology ◽  
Learning Activity ◽  
Traditional Learning ◽  
Millennial Students ◽  
Business Educators ◽  
Show Evidence ◽  
Technology Educators

With the advent of Virtual Reality (VR) technology and the ubiquity of mobile devices, smartphone-based VR has become more affordable and accessible to business educators and millennial students. While millennials expect learning to be fun and prefer working with current technology, educators are constantly challenged to integrate new technology into the curriculum and evaluate the learning outcomes. This study examines the gain in learning effectiveness and students' intrinsic motivations that would result from the use of VR as compared to the use of traditional learning activity, namely think-pair and share. The results show that students who took part in the VR simulation demonstrated a better understanding of concepts and reported a better learning experience as compared to those who participated in the think-pair-share activity. In particular, the findings show evidence of higher intrinsic motivation and better learning outcomes.

scholarly journals Smartphone-Based Virtual Reality as an Immersive Tool for Teaching Marketing Concepts

2021 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
Haithem Zourrig
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
New Technology ◽  
Learning Activity ◽  
Traditional Learning ◽  
Millennial Students ◽  
Business Educators ◽  
Show Evidence ◽  
Technology Educators

With the advent of Virtual Reality (VR) technology and the ubiquity of mobile devices, smartphone-based VR has become more affordable and accessible to business educators and millennial students. While millennials expect learning to be fun and prefer working with current technology, educators are constantly challenged to integrate new technology into the curriculum and evaluate the learning outcomes. This study examines the gain in learning effectiveness and students' intrinsic motivations that would result from the use of VR as compared to the use of traditional learning activity, namely think-pair and share. The results show that students who took part in the VR simulation demonstrated a better understanding of concepts and reported a better learning experience as compared to those who participated in the think-pair-share activity. In particular, the findings show evidence of higher intrinsic motivation and better learning outcomes.

scholarly journals Virtual Reality and Its Applications in Education: Survey

Information ◽  
2019 ◽  
Vol 10 (10) ◽  
pp. 318 ◽  
Author(s):  
Dorota Kamińska ◽  
Tomasz Sapiński ◽  
Sławomir Wiak ◽  
Toomas Tikk ◽  
Rain Haamer ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Experience ◽  
New Technology ◽  
Abstract Thinking ◽  
Future Directions ◽  
Diverse Student ◽  
The World ◽  
Health Related ◽  
Diverse Student Population ◽  
Education Process

In the education process, students face problems with understanding due to the complexity, necessity of abstract thinking and concepts. More and more educational centres around the world have started to introduce powerful new technology-based tools that help meet the needs of the diverse student population. Over the last several years, virtual reality (VR) has moved from being the purview of gaming to professional development. It plays an important role in teaching process, providing an interesting and engaging way of acquiring information. What follows is an overview of the big trend, opportunities and concerns associated with VR in education. We present new opportunities in VR and put together the most interesting, recent virtual reality applications used in education in relation to several education areas such as general, engineering and health-related education. Additionally, this survey contributes by presenting methods for creating scenarios and different approaches for testing and validation. Lastly, we conclude and discuss future directions of VR and its potential to improve the learning experience.

Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

2021 ◽  
pp. 073563312110629
Author(s):  
Jiayan Zhao ◽  
Jan Oliver Wallgrün ◽  
Pejman Sajjadi ◽  
Peter LaFemina ◽  
Kenneth Y. T. Lim ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Longitudinal Research ◽  
Learning Experience ◽  
Field Trips ◽  
Emotional Engagement ◽  
Virtual Field Trips ◽  
Spatial Presence ◽  
Longitudinal Effects ◽  
Virtual Field

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.

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.

scholarly journals Lessons learned from a project examining the learning outcomes and experiences in 360o videos

2021 ◽  
Vol 1 (1) ◽  
pp. 50-70
Author(s):  
Emmanuel Fokides ◽  
Penelope Atsikpasi ◽  
Paraskevi Anna Arvaniti
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Low Cost ◽  
Educational Experiences ◽  
Lessons Learned ◽  
Primary School Students ◽  
School Students ◽  
E Learning ◽  
Educational Potential

Advances in technologies associated with virtual reality provide interesting tools for e-learning. One such is 360° videos. Although their educational potential is supported by a number of researchers, there is limited empirical evidence backing such a claim, given that they have recently become popular. The study at hand presents the results of a project in which 360° videos were used by primary school students. Eighty-four students, aged ten to eleven, participated in the experiment. The results demonstrated that 360° videos helped them to acquire more knowledge compared to printed material. Then again, no statistically significant differences were noted when comparing 360° and regular videos. 360° videos provided a more immersive, motivational, and enjoyable learning experience. However, the low-cost HMDs used for viewing 360° videos and the applications in which they were embedded, were considered the least easy to use. Moreover, participants expressed the view that all tools fostered their learning. Overall, while the results give support to the hypothesis that 360o videos provide positive educational experiences, their actual impact on learning has to be further explored.

scholarly journals Investigating Learners' Attitudes Toward Virtual Reality Learning Environments in Embryology Education

2018 ◽  
Vol 13 (1) ◽  
pp. 57
Author(s):  
Salasabeel F. M. Alfalah ◽  
Jannat F. Falah ◽  
Nadia Muhaidat ◽  
Mutasem Elfalah ◽  
Orwa Falah
Keyword(s):  
Virtual Reality ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Mixed Method Research ◽  
Learning Tools ◽  
Educational Tools ◽  
3 Dimensional ◽  
Group Interviews

Embryology is taught to undergraduates in a variety of health sciences, largely depending on traditional teaching methods. The human embryo's development is complex and dynamic, and to digest all the related facts, students are always searching for educational tools to enhance their learning experience. Virtual Reality (VR) is a promising technology that aids in the realization of 3 Dimensional (3D) relations of structures by visualization rather than memorization. This paper utilizes a mixed method research consisting of focus group interviews, followed by a questionnaire to evaluate the current teaching methodology, identify shortfalls of traditional learning tools, and determine how VR may enhance the learning process, and the students' acceptance of introduction of this technology into their curriculum. It demonstrates that a VR embryology system would provide a valuable addition to existing educational tools, which is appealing to users, and has the potential to overcome some of the current methods' shortfalls.

scholarly journals Virtual Reality in Higher Education

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Christian Pierce Fabris ◽  
Joseph Alexander Rathner ◽  
Angelina Yin Fong ◽  
Charles Philip Sevigny
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Biomedical Science ◽  
Science Students ◽  
Digital Environment ◽  
Digital Representations ◽  
Sense Of Presence ◽  
Interactive Experience

Virtual reality (VR) is an interactive experience which immerses the user in a digital environment through a sense of presence. In the context of providing an active learning experience, virtual reality has the potential to improve learning outcomes for biomedical science students as it allows the visualisation of and interaction with digital representations of dynamic objects and complex concepts. Studies in bioscience and medical education have shown mixed results pertaining to the benefits of VR as a learning tool. This review aims to consolidate how VR succeeded or failed in improving learning outcomes, and assesses the issue of VR scalability for the ever-growing cohorts in tertiary bioscience courses.

scholarly journals Online versus Traditional Learning: Outcomes of First Online Learning Experience

2021 ◽  
Vol 15 (9) ◽  
pp. 2248-2250
Author(s):  
Uzair Abbas ◽  
Memoona Parveen ◽  
Ambreen Ashfaque ◽  
Ramlah Naz ◽  
Sidra Zaheer ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Traditional Method ◽  
Online Teaching ◽  
Learning Experience ◽  
Traditional Learning ◽  
P Value ◽  
Cross Sectional ◽  
Group A ◽  
Group B

Aim: To evaluate the learning outcomes of first experience with online learning in a medical college in Pakistan. Study design: Retrospective cross-sectional study Place and duration of study: Dow University of Health Sciences, Karachi, Pakistan from 1stJanuary 2021 to 30th May 2021. Methodology: This study compared the module exam scores of pre-clinical first-year MBBS students of the year 2019 (group A) and year 2020 (group B). Group A was taught in 2019 through the traditional method of teaching while group B was taught online in 2020. Results: The mean score of group B online teaching was significantly higher than that of group A, studied through the traditional method in all three modules, foundation module, locomotor module, and blood module. Group B secured a significantly higher mean score than that of group A with a significant p-value of <0.001, 0.043, and 0.001respectively. Conclusion: The score gained by online learners using virtual teaching methods was significantly higher than those who were taught by traditional method. The results of this study imply that using online educational teaching and learning can lead to the promotion of educational level and enhancement of score levels in students. Keywords: Online learning, Traditional learning, Medical education

scholarly journals INFLUENCE OF VIRTUAL REALITY TOOLS ON HUMAN ANATOMY LEARNING

2020 ◽  
Vol 77 (3) ◽  
pp. 66-75
Author(s):  
Інокентій Олексійович Корнієнко ◽  
Беата Василівна Барчі
Keyword(s):  
Virtual Reality ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Positive Emotions ◽  
Learning Experience ◽  
Human Anatomy ◽  
Learning Performance ◽  
Educational Activity ◽  
Traditional Learning ◽  
Improved Learning

The paper considers virtual reality (VR) as an effective way of teaching and learning. It discusses the possibilities of modern educational information technologies implementation, the educational advantages and drawbacks of 3D technologies and highlights VR features which enable dynamic forms of learning by creating artifacts in virtual environment with activities triggered by learners’ interaction. The effective role of the means of VR in education is determined and theoretically substantiated. Approaches aimed at increasing the theoretical and practical readiness of learners for educational activity using VR tools are considered. The research participants were exposed to two learning modes: traditional (textbook style) and VR. The experiment was based on Human Anatomy VR Complete Edition by Virtual Medicine software which provided interaction with virtual models of human anatomy. Anatomy knowledge test and Students' Engagement in School Four-dimensional Scale were used to compare learning outcomes and the levels of student cognitive engagement between the two groups on the basis of ANOVA test. Participants in the VR mode improved learning performance (i.e. recollecting and reconstituting) and engagement scores (cognitive and agency subscales) compared to those in the traditional learning mode. Emotional self-ratings before and after the learning phase in the VR mode showed an increase in positive emotions and a decrease in negative emotions. Overall, participants in the VR mode displayed an improved learning experience when compared to traditional learning methods. The combination of visualization and interactivity makes VR learning mode advantageous for effective education. The directions of further research such as organizational and psycho-pedagogical conditions of VR implementation in education and teacher training are defined.

scholarly journals Perspective Electrical Circuit Simulation with Virtual Reality

2019 ◽  
Vol 15 (05) ◽  
pp. 28 ◽  
Author(s):  
Sumitra Nuanmeesri ◽  
Lap Poomhiran
Keyword(s):  
Virtual Reality ◽  
Standard Deviation ◽  
Technology Acceptance ◽  
Diffusion Of Innovation ◽  
Circuit Simulation ◽  
Learning Experience ◽  
Arithmetic Mean ◽  
Electrical Circuit ◽  
Learning Activity ◽  
Electrical Circuits

Focusing on electrical circuits as the topic for a STEM project, this research aims to develop virtual reality media for student learning. Using virtual reality media to perform STEM electrical circuit activities, data was collected and analyzed. The virtual reality media was then evaluated by five experts who used the Index of Item-Objective Congruence (IOC) to assess its effectiveness, where the IOC for each criteria was 0.8 or higher. Moreover, after evaluating it with the Diffusion of Innovation Theory (DOI), the arithmetic mean of its effectiveness on the diffusion of innovation was 4.32, with a 0.48 standard deviation. This demonstrates that the use of virtual reality media was a beneficial innovation at a high level. Afterwards, the developed virtual reality media was evaluated by a sample of 30 subjects in the areas of VR features, usability, learning experience, and VR measurement outcomes. The findings show that its arithmetic mean was 4.67 with a 0.47 standard deviation, meaning the developed virtual reality media was an effective for electrical circuit learning at the highest level. Furthermore, after evaluating its effectiveness in the area of information technology acceptance, it was found that, for these criteria, the arithmetic mean was 4.64 with a standard deviation of 0.48. This indicates that the subjects generally accepted the use of virtual reality media for use in learning STEM activities at the highest level. It can be said that the development of the virtual reality media for learning STEM activities with a focus on electrical circuits enhances the learning process of the learners who confirmed such statements at the highest level, with an increase in subject understanding of the learning activity and self-satisfaction, while at the same time reducing the prejudice learners have towards the study of electrical circuit installation.

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