A Design Model for Using Virtual Reality in Behavioral Skills Training

Çakıroğlu, Ünal; Gökoğlu, Seyfullah

doi:10.1177/0735633119854030

Cited by 17 publications

(11 citation statements)

References 32 publications

(37 reference statements)

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“…Several studies investigated the effectiveness of desktop VR on learning outcomes (Çakiroğlu & Gökoğlu, 2019; Passig et al., 2016). For example, Lee and Wong (2014) compared desktop VR with traditional lessons and found that college students displayed better performance on biology tests in VR simulation.…”

Section: Virtual Reality and Related Workmentioning

confidence: 99%

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

Lai

Lin

Chou

et al. 2021

Journal of Educational Computing Research

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The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The Scientific Investigation VR Lab (SIVRLAB) is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The SIVRLAB features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the SIVRLAB. The students were assigned to one of three conditions, namely, (1) using immersive HMD SIVRLAB individually, (2) using desktop SIVRLAB individually, and (3) observing one student use immersive HMD SIVRLAB. The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the SIVRLAB sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students’ reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.

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Section: Virtual Reality and Related Workmentioning

confidence: 99%

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

Lai

Lin

Chou

et al. 2021

Journal of Educational Computing Research

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“…With the emergence of social sites like Facebook, WhatsApp, Instagram, and many others, 81% of Malaysians have become active SM users (Miller, 2021). We also identified persuasive design frameworks which will be giving positive behaviour effects towards various demographic groups, especially in global smartphone applications (Faisal, Nor and Abdullah, 2019), virtual reality (Çakiroğlu and Gökoğlu, 2019), and social media engagement (Muhamad & Shahrom, 2020). The vast development of social activities in the ICT platform allows PT to become more dominant as a social influencer for positive behaviour change.…”

Section: Social Media As Persuasive Technologymentioning

confidence: 99%

State of Art of the Persuasive Technology using Social Media for Behaviour Change in Malaysia

Kamalruzzaman

Din

Yusof³

et al. 2021

E-BPJ

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Persuasive technology is an evolving form of behaviour change agent that is becoming more popular with the emergence of social media. In 2020, 81% of Malaysian are active social media users who contribute to the escalation of behavioural changes using online platforms. This paper provides a verifiable review of 10 years of persuasive technology using social media for Malaysian healthcare and behavioural changes with the concern to (1) reviewing the effectiveness of persuasive technology using social media to behaviour changes, (2) outlining the technology methods, research methods, strategies, theories and targeted behaviour (3) stating the issues regarding the studied persuasive technologies and (4) highlighting the future research recommendation. Keywords: Persuasive technology, behavioural change, social media eISSN: 2398-4287 © 2021 The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI6.3035

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“…IVE-based instructions have the potential to facilitate education and transferring skills to a wide range of students with diverse backgrounds (Merchant, 2012). Limited work to date has focused on the use of IVEs in educating children about fire safety (Ahmad et al, 2019; Çakiroğlu & Gökoğlu, 2019; Ericson, 2007; Smith & Ericson, 2009), and there is a need to further explore the potential of IVEs in bushfire education programmes targeting children.…”

Section: Introductionmentioning

confidence: 99%

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Molan

Weber

Kor

2022

Journal of Educational Computing Research

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A problem-based immersive virtual environment (IVE) about bushfire safety was developed as a learning tool for children aged 10–12. Its effectiveness was assessed in relation to children’s ability to determine how to be safer in a bushfire incident. A series of experiential activities were developed in the IVE with digital storytelling and two-stage embedded assessments providing children with an opportunity to engage with tasks and solve problems while receiving feedback on their performance. Changes from pre- to postsurvey results showed positive learning outcomes as evidenced by significant improvements in children’s knowledge of bushfire safety and confidence in their ability to contribute to decisions during a bushfire incident. The significant change in children’s knowledge as well as their performance at two-stage embedded assessments was independent of their gender, background knowledge and perceived ability in responding to bushfire hazards. This suggests that when appropriately designed and implemented within educational settings, immersive virtual learning tools can effectively engage children and enhance learning outcomes associated with bushfire safety. The paper also argues that such immersive problem-based learning can improve self-efficacy amongst children in relation to coping with a bushfire situation. Implications of the findings are also discussed.

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A Design Model for Using Virtual Reality in Behavioral Skills Training

Cited by 17 publications

References 32 publications

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

State of Art of the Persuasive Technology using Social Media for Behaviour Change in Malaysia

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

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