Development of an Immersive Virtual Reality Learning Environment: Integrating Trauma-Informed Principles into Human Service Agency Settings
TL;DR: This article details the creation of a Virtual Reality Learning Environment (VRLE) designed to educate students on how trauma-informed (TI) principles can be integrated into the physical environment.
Abstract: This article details the creation of a Virtual Reality Learning Environment (VRLE) designed to educate students on how trauma-informed (TI) principles can be integrated into the physical environmen...
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TL;DR: A taxonomy that distinguishes between different categories of theories, models and frameworks in implementation science is proposed to facilitate appropriate selection and application of relevant approaches in implementation research and practice and to foster cross-disciplinary dialogue among implementation researchers.
Abstract: Implementation science has progressed towards increased use of theoretical approaches to provide better understanding and explanation of how and why implementation succeeds or fails. The aim of this article is to propose a taxonomy that distinguishes between different categories of theories, models and frameworks in implementation science, to facilitate appropriate selection and application of relevant approaches in implementation research and practice and to foster cross-disciplinary dialogue among implementation researchers. Theoretical approaches used in implementation science have three overarching aims: describing and/or guiding the process of translating research into practice (process models); understanding and/or explaining what influences implementation outcomes (determinant frameworks, classic theories, implementation theories); and evaluating implementation (evaluation frameworks). This article proposes five categories of theoretical approaches to achieve three overarching aims. These categories are not always recognized as separate types of approaches in the literature. While there is overlap between some of the theories, models and frameworks, awareness of the differences is important to facilitate the selection of relevant approaches. Most determinant frameworks provide limited “how-to” support for carrying out implementation endeavours since the determinants usually are too generic to provide sufficient detail for guiding an implementation process. And while the relevance of addressing barriers and enablers to translating research into practice is mentioned in many process models, these models do not identify or systematically structure specific determinants associated with implementation success. Furthermore, process models recognize a temporal sequence of implementation endeavours, whereas determinant frameworks do not explicitly take a process perspective of implementation.
2,392 citations
TL;DR: Results suggest games show higher learning gains than simulations and virtual worlds, and for simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks.
Abstract: 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.
1,040 citations
TL;DR: This paper introduces the educational use of Web-based 3D technologies and highlights in particular VR features, and identifies constructivist learning as the pedagogical engine driving the construction of VRLE and discusses five constructivistlearning approaches.
Abstract: The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the application of 3D models that initiates interaction, immersion and trigger the imagination of the learner. The question of good pedagogy and use of technology innovations comes into focus once again. Educators attempt to find theoretical guidelines or instructional principles that could assist them in developing and applying a novel VR learning environment intelligently. This paper introduces the educational use of Web-based 3D technologies and highlights in particular VR features. It then identifies constructivist learning as the pedagogical engine driving the construction of VRLE and discusses five constructivist learning approaches. Furthermore, the authors provide two case studies to investigate VRLEs for learning purposes. The authors conclude with formulating some guidelines for the effective use of VRLEs, including discussion of the limitations and implications for the future study of VRLEs.
620 citations
"Development of an Immersive Virtual..." refers background in this paper
...…of learning, whereby students build upon prior learning through experiential active learning and problem solving in order to construct meaningful new knowledge and skill (Cho, Yim, & Paik, 2015; Fowler, 2015; Huang et al., 2010; Huang & Liaw, 2018; Johnston, Olivas, Steele, Smith, & Bailey, 2018)....
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...Huang, Rauch, and Liaw (2010) identifies two types of immersion: mental immersion and physical (sensory) immersion....
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...These activities were based upon learning theories that are supported through the use of VR. VRLEs allow for the creation of a situated learning experience that provides a rich learning environment (Huang et al., 2010)....
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...These components of the virtual space allow a learner to visualize 3D data and reinforces the feeling of being within a virtual world (Huang et al., 2010)....
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...Integrating VR into the DSW Program Timeline. movement, positioning, and the ability to see changes in the environment responsive to their commands (Huang et al., 2010)....
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TL;DR: The review identified a number of situations where HMDs are useful for skills acquisition and outside of these situations the HMTs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.
Abstract: In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.
593 citations
"Development of an Immersive Virtual..." refers background in this paper
...Head Mounted Displays (HMDs) have allowed for the creation of immersive life-like virtual experiences and interactions between users and virtual environments (Jensen & Konradsen, 2018)....
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...Also known as ‘cybersickness’ or ‘simulator sickness,’ motion sickness is a common problem experienced in virtual settings; and has also been previously described as a major limitation of the use of HMDs in educational settings (Jensen & Konradsen, 2018)....
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...Such technological challenges have been previously described in the literature (Jensen & Konradsen, 2018)....
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TL;DR: The huge possibilities of accessible virtual technologies will make it possible to break the boundaries of formal education as discussed by the authors, and educational institutions will benefit from better accessibility to virtual technologies; this will enable them to teach in virtual environments that are impossible to visualize in physical classrooms, like accessing into virtual laboratories, visualizing machines, industrial plants, or even medical scenarios.
Abstract: Virtual reality captures people’s attention. This technology has been applied in many sectors such as medicine, industry, education, video games, or tourism. Perhaps its biggest area of interest has been leisure and entertainment. Regardless the sector, the introduction of virtual or augmented reality had several constraints: it was expensive, it had poor ergonomics, or implied too much work to create contents. Recent technological innovations, including the rapid adoption of smartphones by society, have facilitated the access to virtual reality and augmented reality of anyone. In addition, several large companies like Apple, Facebook, Samsung, and Magic Leap, among others, have increased their investment to make these technologies to improve their accessibility within the next few years. Educational institutions will benefit from better accessibility to virtual technologies; this will make it possible to teach in virtual environments that are impossible to visualize in physical classrooms, like accessing into virtual laboratories, visualizing machines, industrial plants, or even medical scenarios. The huge possibilities of accessible virtual technologies will make it possible to break the boundaries of formal education.
425 citations