A virtual reality role-playing serious game for experiential learning

Abstract

Educational systems can benefit from Virtual Reality's (VR) ability to support experiential learning. In particular, VR based games, especially role-playing serious games (RPGs), can promote learning through the simulation of various educational scenarios. This thesis proposes an immersive VR-RPG to educate players about the behavior of honeybees. The player adopts the role of a honeybee and experiences a virtual world mimicking the real one from the honeybee's perspective. Unlike most studies in educational VR, we assess the impact of immersion on knowledge gain by testing the players' knowledge on the subject before, immediately after, and one week following the use of the system. We also compare the proposed system with both a conventional and a desktop VR-RPG approach.The results indicate that students significantly gained knowledge in all methods compared to the pre-test. We found that the immersion level for both tested VR-RPGs did not have a significant effect on learning. However, the study showed an improvement in knowledge retention for the desktop VR-RPG users compared to those of the conventional method.Moreover, the results revealed that users of the immersive and desktop VR-RPGs were more motivated and engaged compared to those of the conventional method.

Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review

“…e review of Alrehaili and Osman [107] aims to analyze the role of serious games as virtual reality for enhancing students' experiential learning. It states that constructivism philosophy can be applied effectively across gaming channels.…”

“…putting the student at the forefront of practical learning interactions for helping them learn experientially [107].…”

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

“…In short, the crucial role of immersion in learning perceptions when using VR technology has been documented. Despite the wide exploration of immersion variables in VR‐related learning research, most studies commonly analyzed learners’ perceptions of immersion with a single construct rather than with multiple constructs (eg, Alrehaili & Al Osman, 2019; Huang et al, 2016). Therefore, we do not understand well what immersion students perceive from multiconstruct perspectives or how it influences learning when they are involved in IVR learning environments.…”

Virtual Tour Lingkungan Universitas Nasional Berbasis Android Dengan Virtual Reality

“…Bisa menjadi cara baru untuk mengenal lingkungan Universitas Nasional bagi mahasiswa baru. Karena VR merupakan teknologi yang dapat diguakan untuk mensimulasikan objek secara 3d yang terdapat dikehidupan nyata dan pengguna dapat berinteraksi secara virtual [2].…”