A Spherical Video-Based Immersive Virtual Reality Learning System to Support Landscape Architecture Students’ Learning Performance during the COVID-19 Era

Wu, Weilong; Hsu, Yen; Yang, Qifan; Chen, Jiangjie

doi:10.3390/land10060561

Cited by 37 publications

(21 citation statements)

References 49 publications

(85 reference statements)

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“…The results revealed higher conceptual and procedural knowledge than with solely lecture-based learning. Wu et al (2021) They use an immersive virtual reality approach based on video, they developed a landscape architecture VR learning system, due to the fact that during the Covid-19 pandemic the fields are closed, in addition, online education lacks the necessary scenarios for the courses taught during the pandemic, so better results and learning attitudes are achieved than students not subjected to this VR system. The importance of VR as a learning tool is evidenced in the face of the limitation of a real environment, here technology becomes an important ally.…”

Section: Learning With Vr Apps Devices or Gamesmentioning

confidence: 99%

Systematic literature review and bibliometric analysis on virtual reality and education

2022

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The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.

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Section: Learning With Vr Apps Devices or Gamesmentioning

confidence: 99%

Systematic literature review and bibliometric analysis on virtual reality and education

2022

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“…For instance, a spherical video-based immersive virtual reality learning system 2 of 24 is used in courses regarding landscape design. Students benefit from this technique by generating more positive learning achievements, learning attitude, and self-regulation (Wu et al 2021). In addition to the learning environment, interactive learning cases may also contribute to the overall learning experience.…”

Section: Introductionmentioning

confidence: 99%

Examining the Influence of Using First-Person View Drones as Auxiliary Devices in Matte Painting Courses on College Students’ Continuous Learning Intention

Sun

Chen

et al. 2022

J. Intell.

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In terms of the teaching process of matte painting, it is essential for students to develop a sound understanding of the relationship between virtual and physical environments. In this study, first-person view (FPV) drones are applied to matte painting courses to evaluate the effectiveness of the teaching, and to propose more effective design suggestions for FPV drones that are more suitable for teaching. This provides students with a better learning environment using a digital education system. The results of the study indicate that the flow experience, learning interest, and continuous learning intention of students who use FPV drones in matte painting are significantly greater than those of students who only utilize traditional teaching methods. Furthermore, the technology incentive model (TIM) was developed in this study after being verified by the structural equation model. The results demonstrate that the second-order construct ‘technology incentive’ comprising perceived interactivity, perceived vividness, and novel experience positively influence students’ learning interest and continuous learning intentions under the mediation of flow experience.

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“…Furthermore, it was determined that students required more time to improve self-efficacy and this system did not have an effect on cognitive incompetence. This finding demonstrated that independent of the advancement of the online education platforms, these would be inadequate when compared to face-to-face education (Wu et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Certain countries developed advanced online platforms and semi-experimental studies were conducted similar to the present study. In a study conducted by Wu et al ( 2021 ) with experimental and control groups on the Video-Based Virtual Reality Learning model that supported the Learning Performance of Landscape Architecture Students during the COVID-19 Period, it was reported that the learning achievements and attitudes of the experimental group students were higher when compared to the control group. Furthermore, it was determined that students required more time to improve self-efficacy and this system did not have an effect on cognitive incompetence.…”

Section: Discussionmentioning

confidence: 99%

The attitudes of landscape architecture students towards distance and face-to-face education methods and the effects of the two education methods on academic achievement in the project course

Eren

Yılmaz

Düzenli

2022

Int J Technol Des Educ

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This study aimed to compare the achievements of the students who attended the Environmental Design Project course at Karadeniz Technical University (KTU) in various years with the face-to-face (FE) and distance (OE) education methods. The study was conducted with 130 students. In the initial stage, ANOVA was conducted to determine whether there was a difference between student attitudes towards FE and OE methods in the Environmental Design Project studio. In the second stage, the research problem, namely “Does the implementation of landscape architecture environmental design project instruction with FE and OE methods affect the academic achievements of the students? was investigated and a quasi-experimental study with a control group was conducted on the achievement test (50 questions) results. The achievement test was applied to the students who took environmental design lessons for one semester (14 weeks) with both methods before the 14-week semester (pre-test) and after the semester (post-test). There was no statistical difference between the pre-test scores of both groups ( p > 0.05), while there was a difference ( p < 0.05) between the post-test scores. This finding demonstrated that there was a significant difference between the effects of these two methods on the academic success of the students.

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A Spherical Video-Based Immersive Virtual Reality Learning System to Support Landscape Architecture Students’ Learning Performance during the COVID-19 Era

Cited by 37 publications

References 49 publications

Systematic literature review and bibliometric analysis on virtual reality and education

Systematic literature review and bibliometric analysis on virtual reality and education

Examining the Influence of Using First-Person View Drones as Auxiliary Devices in Matte Painting Courses on College Students’ Continuous Learning Intention

The attitudes of landscape architecture students towards distance and face-to-face education methods and the effects of the two education methods on academic achievement in the project course

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