A Comprehensive Rubric for Evaluating EduVR

Fegely, Alex; Cherner, Todd

doi:10.28945/4737

Cited by 2 publications

(1 citation statement)

References 59 publications

(102 reference statements)

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“…In those cases, VR supports the learner's active role, situational awareness and individuality (Chen, 2010;Kavanagh et al, 2017;Mikropoulos & Natsis, 2011). VR creates a virtual experience for users (Fegely & Cherner, 2021) that makes it possible to experience affective feelings and cognitive information similar to those that a person could have in actual physical experience. The technologies of 360° or panorama have become feasible and popular in recent years, and 360° videos and images have become important elements of Augmented Reality (AR) and VR application offerings (Hebbel-Seeger, 2017).…”

Section: Characteristics Of Videos and Vr Technologies In Learning And Teachingmentioning

confidence: 99%

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

et al. 2021

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Aim/Purpose: This case study examines students’ affective responses to and relationships with two-dimensional (2D) and 360° videos that were experienced with or without low-cost virtual reality (VR) headsets. Background: The prior research on low-cost VR technology is scant. Schools and universities are not financially able to purchase tens or hundreds of expensive inbuilt VR headsets. Therefore, we recommend an alternative, low-cost solution. Methodology: We conducted the experiment with students’ (N=100) responses to videos and VR technologies used in a higher education setting. We also applied a quantitative research approach examined in light of media richness and affective experience theories. Contribution: This study provides evidence of the integral role that VR technologies and 360° video content play, because using low-cost VR headsets potentially decreases the initial affective experiences of 360° videos among students. Although VR headsets improve media richness, they might simultaneously weaken students’ overall affective experiences if they experience usability challenges. Findings: The results showed that using low-cost VR headsets decreased positive user experiences when they were watching 360° videos. The 360° video experience was noted to be better without low-cost VR headsets. Low-cost VR headsets with a smartphone and 360° videos were found to be complicated to set up and use among first-time users. However, 360° videos created a more positive affect than did 2D videos. We also found that the positive affect of videos enhanced the social sharing intention. Recommendations for Practitioners: Educational institutes and teachers with limited financial budgets need to plan and manage courses that increases their need to adopt low-cost VR headsets. However, a poor initial user experience of low-cost VR technology usability might create negative student attitudes, which might hinder VR’s adoption rate in higher education. Recommendation for Researchers: This study provides a new understanding about students’ affective experiences of 2D videos and 360° videos with and without low-cost VR headsets. The results show that positive user experiences of 2D and 360° videos enhance students’ interest in sharing and collaboration in digital learning environments. Impact on Society: The results help educators to predict possible usability challenges in selecting the proper rich media for different learning situations. Additionally, the results assist educators to design VR assisted courses that motivate students. Future Research: The experimental comparison of different VR solutions and traditional learning technologies merits further examination. Additionally, more research is needed to determine the relationship of VR technologies, video content and learning methods, because technological features and content are tightly integrated in VR.

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Section: Characteristics Of Videos and Vr Technologies In Learning And Teachingmentioning

confidence: 99%

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

et al. 2021

View full text Add to dashboard Cite

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Towards a Framework for a Nation-Wide Implementation of Augmented, Virtual and Mixed Reality in K-12 Technical and Vocational Education

Boel,

Dekeyser,

Lemal

et al. 2023

TechTrends

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As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these obstacles are being tackled in Flanders (Belgium) via a large-scale, nation-wide framework for the implementation of augmented, virtual and mixed reality in K-12 technical and vocational education. This framework was designed, adopting an Educational Design Research approach, and consists of five interrelated pillars: hardware, software, professional development of teachers, practice-oriented research, and coordination. The proposed framework provides guidelines, both for researchers and education policy makers.

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A Comprehensive Rubric for Evaluating EduVR

Cited by 2 publications

References 59 publications

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

Towards a Framework for a Nation-Wide Implementation of Augmented, Virtual and Mixed Reality in K-12 Technical and Vocational Education

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