Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training
TL;DR: A review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature as mentioned in this paper.
Abstract: Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR’s incorporation into post-secondary education. Objectives: O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user’s perceived levels of presence and imagination. O2) Identify favourable outcomes from the use of immersive VR when compared to other learning methods. O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education. Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula. Results: 119 articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. 35 out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation’s purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration. Conclusion: Immersive VR brings convenient, engaging and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.
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TL;DR: A variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects are presented.
Abstract: There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six (n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.
92 citations
TL;DR: In this paper, the authors reviewed the use of gamification-based teaching during the COVID-19 pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases and found that gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.
Abstract: The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.
55 citations
TL;DR: In this paper, the authors investigated the efficacy of appropriate reflection exercises for immersive virtual reality (IVR) simulations for education and found that the effects on learning are mixed, but the results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.
Abstract: Immersive virtual reality (IVR) simulations for education have been found to increase affective outcomes compared to traditional media, but the effects on learning are mixed. As reflection has previously shown to enhance learning in traditional media, we investigated the efficacy of appropriate reflection exercises for IVR. In a 2 ? 2 mixed-methods experiment, 89 (61 female) undergraduate biochemistry students learned about the electron transport chain through desktop virtual reality (DVR) and IVR (media conditions). Approximately, half of each group engaged in a subsequent generative learning strategy (GLS) of teaching in pairs (method conditions). A significant interaction between media and methods illustrated that the GLS of teaching significantly improved transfer (d = 1.26), retention (d = 0.60) and self-efficacy (d = 0.82) when learning through IVR, but not DVR. In the second part of the study, students switched media conditions and the experiment was repeated. This time, significant main effects favoring the IVR group on the outcomes of intrinsic motivation (d = 0.16), perceived enjoyment (d = 0.94) and presence (d = 1.29) were observed, indicating that students preferred IVR after having experienced both media conditions. The results support the view that methods enable media that affect learning and that the GLS of teaching is specifically relevant for IVR.
50 citations
TL;DR: In this article, three randomized groups of students, who did not have biological and medical classes amongst their courses, studied human heart anatomy using three different learning methods: a paper (text and images), a 3D interactive human heart model presented on a computer display, and an immersive virtual reality (IVR) model.
43 citations
TL;DR: The transformative influence of the COVID-19 pandemic on remote forms of communication has been a frequent theme in popular discourse during 2020, but any lingering transformation of what we do at... as discussed by the authors.
Abstract: The transformative influence of the COVID-19 pandemic on remote forms of communication has been a frequent theme in popular discourse during 2020, but any lingering transformation of what we do at ...
32 citations
Cites background from "Head-Mounted Display Virtual Realit..."
...Some argue immersion implies a ‘sense of presence’ (Concannon et al., 2019; Morie, 2007)....
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References
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TL;DR: Combined results from four experiments lead to the following conclusions: the PQ and ITQ are internally consistent measures with high reliability; there is a weak but consistent positive relation between presence and task performance in VEs; individuals who report more simulator sickness symptoms in VE report less presence than those who report fewer symptoms.
Abstract: The effectiveness of virtual environments (VEs) has often been linked to the sense of presence reported by users of those VEs. (Presence is defined as the subjective experience of being in one place or environment, even when one is physically situated in another.) We believe that presence is a normal awareness phenomenon that requires directed attention and is based in the interaction between sensory stimulation, environmental factors that encourage involvement and enable immersion, and internal tendencies to become involved. Factors believed to underlie presence were described in the premier issue of Presence: Teleoperators and Virtual Environments. We used these factors and others as the basis for a presence questionnaire (PQ) to measure presence in VEs. In addition we developed an immersive tendencies questionnaire (ITQ) to measure differences in the tendencies of individuals to experience presence. These questionnaires are being used to evaluate relationships among reported presence and other research variables. Combined results from four experiments lead to the following conclusions:
the PQ and ITQ are internally consistent measures with high reliability;
there is a weak but consistent positive relation between presence and task performance in VEs;
individual tendencies as measured by the ITQ predict presence as measured by the PQ; and
individuals who report more simulator sickness symptoms in VE report less presence than those who report fewer symptoms.
4,940 citations
Book•
01 Jan 1994TL;DR: This in-depth review of current virtual reality technology and its applications provides a detailed analysis of the engineering, scientific and functional aspects of virtual reality systems and the fundamentals of VR modeling and programming.
Abstract: From the Publisher:
This in-depth review of current virtual reality technology and its applications provides a detailed analysis of the engineering, scientific and functional aspects of virtual reality systems and the fundamentals of VR modeling and programming. It also contains an exhaustive list of present and future VR applications in a number of diverse fields. Virtual Reality Technology is the first book to include a full chapter on force and tactile feedback and to discuss newer interface tools such as 3-D probes and cyberscopes. Supplemented with 23 color plates and more than 200 drawings and tables which illustrate the concepts described.
1,823 citations
"Head-Mounted Display Virtual Realit..." refers background in this paper
...The third feature of VR is grounded with the user’s imagination, defined as the extent of belief a user feels is within a virtual environment, despite knowing he or she is physically situated in another environment (Burdea and Coiffet, 2003; Rebelo et al., 2012)....
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...Imagination The third feature of VR is grounded with the user’s imagination, defined as the extent of belief a user feels is within a virtual environment, despite knowing he or she is physically situated in another environment (Burdea and Coiffet, 2003; Rebelo et al., 2012)....
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...These features of immersion, interaction and imagination form the “VR Triangle (Burdea and Coiffet, 2003).”...
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...These features of immersion, interaction and imagination form the “VR Triangle (Burdea and Coiffet, 2003)....
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21 Dec 1995
TL;DR: In this article, the authors discuss augmented reality displays in a general sense, within the context of a reality-virtuality (RV) continuum, encompassing a large class of ''mixed reality'' displays, which also includes augmented virtuality (AV).
Abstract: In this paper we discuss augmented reality (AR) displays in a general sense, within the context of a reality-virtuality (RV) continuum, encompassing a large class of `mixed reality' (MR) displays, which also includes augmented virtuality (AV). MR displays are defined by means of seven examples of existing display concepts in which real objects and virtual objects are juxtaposed. Essential factors which distinguish different MR display systems from each other are presented, first by means of a table in which the nature of the underlying scene, how it is viewed, and the observer's reference to it are compared, and then by means of a three dimensional taxonomic framework comprising: extent of world knowledge, reproduction fidelity, and extent of presence metaphor. A principal objective of the taxonomy is to clarify terminology issues and to provide a framework for classifying research across different disciplines.
1,684 citations
TL;DR: It is concluded that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice and limited education resources would better be devoted to adopting other educational practices that have a strong evidence base.
Abstract: The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information).The learning-styles view has acquired great influence within the education field, and...
1,648 citations
"Head-Mounted Display Virtual Realit..." refers background in this paper
...However, there is metaanalysis literature stating that there is no adequate evidence supporting the consideration of learning-style assessments into general educational practice (Pashler et al., 2008)....
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TL;DR: It is argued that presence is worthy of study by neuroscientists, and that it might aid the study of perception and consciousness.
Abstract: Immersive virtual environments can break the deep, everyday connection between where our senses tell us we are and where we are actually located and whom we are with. The concept of 'presence' refers to the phenomenon of behaving and feeling as if we are in the virtual world created by computer displays. In this article, we argue that presence is worthy of study by neuroscientists, and that it might aid the study of perception and consciousness.
1,401 citations
"Head-Mounted Display Virtual Realit..." refers background in this paper
...Immersive VR users commonly feel that they have been projected into a different location (place illusion), while experiencing events that are perceived to be real (plausibility illusion; Sanchez-Vives and Slater, 2005)....
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