An immersive learning model using evolutionary learning

Bhattacharjee, Deblina; Paul, Anand; Kim, Jeong Hong; Karthigaikumar, P.

doi:10.1016/j.compeleceng.2017.08.023

Cited by 51 publications

(30 citation statements)

References 11 publications

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“…The potential use of IVR systems in education has attracted the interest of researchers and practitioners, and its efficacy for learning different school topics had been put under scrutiny, with mixed results (Bhattacharjee, Paul, Kim, & Karthigaikumar, 2018;Ekstrand et al, 2018;Parong & Mayer, 2018;Stepan et al, 2017); however, to the best of our knowledge, nobody has investigated yet the impact of IVR technology on second language learning within a MALL approach.…”

Section: An Embodied Approach In Mallmentioning

confidence: 99%

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

Repetto

Natale

Villani

et al. 2021

Interactive Learning Environments

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Section: An Embodied Approach In Mallmentioning

confidence: 99%

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

Repetto

Natale

Villani

et al. 2021

Interactive Learning Environments

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“…Three studies used pre‐post between‐groups measures, but no indication of randomization is available (Bhattacharjee, Paul, Kim, & Karthigaikumar, 2018; Ren et al ., 2015; Shi, Wang & Ding, 2019). Bhattacharjee et al .…”

Section: Resultsmentioning

confidence: 99%

“…Three studies used pre-post between-groups measures, but no indication of randomization is available (Bhattacharjee, Paul, Kim, & Karthigaikumar, 2018;Ren et al, 2015;Shi, Wang & Ding, 2019). Bhattacharjee et al (2018) implemented an application designed to teach human biology by means of a smartphone combined with Google Cardboard. To test its efficacy the authors conducted a study (Study 1 in the paper) in which they split a sample of 100 students into two groups, one having traditional biology lessons (n = 50) and one using the IVR system (n = 50).…”

Section: Positive Learning Outcomementioning

confidence: 99%

Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research

Natale¹,

Repetto²,

Riva

et al. 2020

Brit J Educational Tech

235

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Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems' use in K-12 and higher educational contexts and investigating their effectiveness in facilitating learning in terms of knowledge attainment and retention and motivational outcomes. The synthesis of the reviewed studies (n = 18) show that IVR can support a number of activities and experiences that in turn improve learning and motivate students to fulfill educational goals by eliciting their interest and engagement with the learning materials. The main advantage of IVR seems related to the possibility for users to have first-hand experiences that would not be possible in the real world, simultaneously offering unique opportunities for experiential and situated learning, as well as promoting students' motivation and engagement. Despite the promising findings, the reviewed studies present several methodological flaws: non-randomized trials, small sample sizes, unbalanced samples and non-validated measures. This in turn makes it difficult to generalize from these results. Future research is needed to investigate the unique opportunities of IVR in education.

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“…Arends (2001) stated that teachers need to differentiate instruction in the form of customizing the learning model to meet student needs. Bhattacharjee, et al (2018) came up with their idea that conventional learning model will make students feel bored, so teachers need innovative efforts to create a fun learning. D-PBL learning model aims to construct students' knowledge through meaningful problem solving so as to create learning that gives rise to cognitive conflict.…”

Section: Introductionmentioning

confidence: 99%

Students' Responses towards D-PBL Learning Model in the Material of Payment System and Means of Economic Exchange

Sari¹,

Santoso²,

Murtini³

2018

International Journal of Educational Research Review

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This study aims to determine the student's response to the D-PBL learning model on the material of payment system and the means of economic exchange. The research method used was preexperimental design using one-shot case study design. The sample of this research were 21 tenth grade students of high schools in Indonesia. The data collection methods used in this study were interviews, observations and questionnaires. Observations were used to assess the syntax implementation of the D-PBL learning model in the classroom learning process, and the questionnaire was used to find out the students' responses to the D-PBL model covering the display aspect, material relevance aspects, contextual learning aspects, and advantage aspects. The observation data were analysed using Guttman scale while the students' responses were analysed using five-point Likert scale. The results showed that the syntaxes implementation of the D-PBL model in the c lassroom learning process was 100%, and the average score of the students' re sponses to the D-PBL model was c ategorized as very good with a score of 91.9%. This study also showed that the students responded very positively to the D-PBL learning model. This indicates that the D-PBL learning model aims to construct the knowledge of the students through meaningful problem solving as well as to assist them in understanding the material of the payment system and the means of economic exchange.

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An immersive learning model using evolutionary learning

Cited by 51 publications

References 11 publications

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research

Students' Responses towards D-PBL Learning Model in the Material of Payment System and Means of Economic Exchange

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