A feasible constructivist instructional development model for virtual reality (VR)-based learning environments: Its efficacy in the novice car driver instruction of Malaysia
01 Mar 2005-Educational Technology Research and Development (Kluwer Academic Publishers)-Vol. 53, Iss: 1, pp 111-123
About: This article is published in Educational Technology Research and Development.The article was published on 2005-03-01. It has received 35 citations till now. The article focuses on the topics: Instructional simulation & Educational technology.
Citations
More filters
TL;DR: Mark J. W. 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.
Abstract: 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
1,291 citations
TL;DR: 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, which shows that the VR-based environment offers promise in accommodating individual differences in terms of learning style.
Abstract: 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.
99 citations
TL;DR: In this article, the effects of immersive VR on an individual's creativity and factors related to creativity including flow, attention and meditation were explored, which led to a deeper understanding of using a VR support system for individual creativity.
Abstract: This study explores the effects of immersive VR on an individual’s creativity and factors related to creativity including flow, attention and meditation (i.e., mental relaxation or stress). Sixty undergraduate students were invited to participate in an open-ended challenge to design a wearable technology functioning as a smart phone individually, either in the immersive VR condition (N = 30) or in the paper-and-pencil condition (N = 30). Surveys and electroencephalography (EEG) measurements were used to collect data. Findings showed that the participants in the immersive VR condition had higher quality creative products than those in the paper-and-pencil condition. The sequence analysis of the participants’ EEG brainwaves also showed that the participants in the immersive VR condition maintained a more stable focus or attention, while those in the paper-and-pencil condition were more relaxed. Research results led to a deeper understanding of using a VR support system for individual creativity. Recommendations for the design and application of an immersive VR creativity support system are discussed.
83 citations
TL;DR: The study provided valuable insights to a feasible instructional design theoretical framework, as well as an instructional development framework for VR based learning environments, and developed understanding of the educational effectiveness of such a learning environment and its effect on learners with different aptitude.
Abstract: 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.
75 citations
TL;DR: A four-dimensional theoretical framework for virtual reality-supported instruction is presented and a set of structural elements that can be utilised in conjunction with a learning analytics prototype system are proposed.
Abstract: While virtual reality has attracted educators’ interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students’ data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones.
24 citations
Cites background from "A feasible constructivist instructi..."
...• Self-directed learning: By exploiting the potential that the three-dimensional (3D) element offers, learners can investigate hypothetical and abstract concepts—which are difficult or even impossible to examine in the real-world—without spatial, time, and/or geographical boundaries [13,23,24]....
[...]
References
More filters
Book•
[...]
01 Oct 2000
TL;DR: Whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone is examined, and Richard E. Mayer examines the cognitive theory of multimedia learning.
Abstract: For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology and information technology have prompted new efforts to understand the potential of multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer examines whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews 12 principles of instructional design that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory first developed in the first edition of Multimedia Learning and further developed in The Cambridge Handbook of Multimedia Learning.
4,295 citations
01 Mar 1990
TL;DR: Four experiments showed that individual evaluators were mostly quite bad at doing heuristic evaluations and that they only found between 20 and 51% of the usability problems in the interfaces they evaluated.
Abstract: Heuristic evaluation is an informal method of usability analysis where a number of evaluators are presented with an interface design and asked to comment on it. Four experiments showed that individual evaluators were mostly quite bad at doing such heuristic evaluations and that they only found between 20 and 51% of the usability problems in the interfaces they evaluated. On the other hand, we could aggregate the evaluations from several evaluators to a single evaluation and such aggregates do rather well, even when they consist of only three to five people.
2,979 citations
Book•
[...]
03 Jun 1994
TL;DR: This chapter discusses heuristic evaluation, which Inspection of a prototype or finished system to identify all changes necessary to optimize human performance and preference.
Abstract: • Heuristic Evaluation – Nielsen & Molich (1990) CHI Proceedings – Based upon empirical article Molich & Nielsen (1990) (in readings) – Inspection of a prototype or finished system to identify all changes necessary to optimize human performance and preference – Evaluators use a set of guidelines or general principle • hence term: “heuristics” • Distinctions not always made clear in studies and criticisms of heuristic evaluation: – Use of heuristics (guidelines) or not – Experience level of reviewers • experts vs. non-experts using just heuristics) – Review by lone individual or joint review by group • Research shows it makes a difference – Use of prescribed tasks versus self-guided evaluation
1,772 citations
Book•
19 Nov 2000
TL;DR: Detailed coverage of modern multimedia and methods such as hypermedia and Web-based learning addresses the practical needs of teachers today and chapter summaries conclude most chapters to highlight critical information.
Abstract: From the Publisher:
Features
Research-based and applied text written by highly regarded authorities in the field.
New To This Edition
Extensively updated to cover the most current applications and edited to eliminate old topics. Coverage of modern multimedia (video and audio) and methods such as hypermedia and Web-based learning addresses the practical needs of teachers today (Chs. 5 and 11). Discussion of open-ended learning environments presents a recent topic teachers will be interested to examine (Ch. 9). Chapter summaries conclude most chapters to highlight critical information.
1,014 citations
Journal Article•
632 citations