to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learning theories, techniques and tools. Dalgarno’s PhD work examined the characteristics of 3-D environments and their potential contributions to spatial learning, and he is now studying the application of brain imaging though Functional Magnetic Resonance Imaging (fMRI) to interactive multimedia research. Mark J. W. Lee is an adjunct senior lecturer with the School of Education, Charles Sturt University. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. He has published approximately 50 refereed book chapters, journal articles, and conference papers in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals. Address for correspondence: Mark J. W. Lee, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia. Email: malee@csu.edu.au

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-8535.2009.01038.x

What are the learning affordances of 3-D virtual environments?

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N?=?3081) in the category of games, 29 studies (N?=?2553) in the category of games, and 27 studies (N?=?2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM?=?0.77; REM?=?0.51), simulations (FEM?=?0.38; REM?=?0.41), and virtual worlds (FEM?=?0.36; REM?=?0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction. A comprehensive review of virtual reality-based instruction research.Analysis of the moderation effects of design features in a virtual environment.Using an advance statistical technique of meta-analysis to study the effects.Virtual reality environment is effective for teaching in K-12 and higher education.Results can be used by instructional designers to design the virtual environments.

Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education

mental representations a dual coding approach is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the mental representations a dual coding approach is universally compatible with any devices to read.

Mental Representations A Dual Coding Approach

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based environment offers promise in accommodating individual differences in terms of learning style. In addition, the significant positive effect of the VR (guided exploration) mode—which provides additional navigational aids—over the VR (non-guided exploration) mode—which does not provide additional navigational aids—also implies the importance of providing VR-based learning environments with proper instructional design to achieve the desired educational outcomes.

/pdf/are-learning-styles-relevant-to-virtual-reality-ao2m3l2l20.pdf

Are Learning Styles Relevant to Virtual Reality

This article describes the instructional design theoretical foundation of a desktop virtual reality-based learning environment aimed at complementing the current novice driver education system in Malaysia. It provides an elaboration of how various components of the learning environment are designed to support this theoretical underpinning that fits to the new paradigm of instruction. This is followed by the suggestion of a theoretical framework that can be used to guide the design of other virtual reality-based learning environments. This framework can also act as an initial structure that is to be further refined and/or revised, as a robust model model to guide the design and development of a learning environment using this technology is still unavailable at the present time.

The Theoretical Framework for Designing Desktop Virtual Reality-Based Learning Environments

Many researchers and instructional designers increasingly recognise the benefits of utilising three dimensional virtual reality (VR) technology in instruction. In general, there are two types of VR system, the immersive system and the non-immersive system. This article focuses on the latter system that merely uses the conventional personal computer setting. Although VR is recognised as an impressive learning tool, there are still many issues that need further investigations. These include (i) identifying the appropriate theories and/or models to guide its design and development, (ii) investigating how its attributes are able to support learning, finding out whether its use can improve the intended performance and understanding, and investigating ways to reach more effective learning when using this technology, and (iii) investigating its impact on learners with different aptitudes. This project chose a learning problem that was related to novice car driver instruction, to study some aspects of these issues. Indeed, the study provided valuable insights to a feasible instructional design theoretical framework, as well as an instructional development framework for VR based learning environments. In addition, it also developed understanding of the educational effectiveness of such a learning environment and its effect on learners with different aptitude.

/pdf/the-design-development-and-evaluation-of-a-virtual-reality-4oe6imbsnk.pdf

The design, development and evaluation of a virtual reality based learning environment

A feasible constructivist instructional development model for virtual reality (VR)-based learning environments: Its efficacy in the novice car driver instruction of Malaysia

This article elaborates on how the technical capabilities of virtual reality support the constructivist learning principles. It introduces VRID, a model for instructional design and development that offers explicit guidance on how to produce an educational virtual environment. The define phase of VRID consists of three main tasks: forming a participatory team, analyzing the appropriateness of employing virtual reality technology to tackle a known learning problem, and performing a feasibility study. The design phase of VRID comprises the macro-strategy that provides guidance on the selection, sequencing, and organization of the subject-matter topics that are to be presented, and the micro-strategy that provides strategies for effective presentation of the learning contents. The development phase includes all the necessary tasks to implement the outcome of the design phase. Among the tasks for this development phase include determining the developmental platform, developing the various components of the educational virtual environment, performing specialist evaluation as well as conducting oneto- one learner evaluation. Conducting a small group evaluation and performing an effectiveness evaluation study are the two important tasks of the evaluation phase.

/pdf/theoretical-bases-for-using-virtual-reality-in-education-41oz322tzv.pdf

Chwen Jen Chen

Papers

Are Learning Styles Relevant to Virtual Reality

The Theoretical Framework for Designing Desktop Virtual Reality-Based Learning Environments

The design, development and evaluation of a virtual reality based learning environment

A feasible constructivist instructional development model for virtual reality (VR)-based learning environments: Its efficacy in the novice car driver instruction of Malaysia

Theoretical Bases for Using Virtual Reality in Education