Anatomy builder VR: Applying a constructive learning method in the virtual reality canine skeletal system

Seo, Jinsil Hwaryoung; Smith, Brian M.; Cook, Margaret; Pine, Michelle; Malone, Erica; Leal, Steven; Suh, Jinkyo

doi:10.1109/vr.2017.7892345

Cited by 35 publications

(10 citation statements)

References 5 publications

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“…From the t ‐test results, all three groups improved their comprehension of abstract scientific concepts. This suggests that the interdisciplinary knowledge and hands‐on curriculum contributed to the improvement in the students' performance of abstract scientific concepts, which is similar to the findings from other research (Bilgin, ; Klopp et al, ; Seo et al, ). One plausible reason may be that the hands‐on curriculum helped the students form associations between theory and reality (Bilgin, ; Chien, ; Chien & Chu, ; Macdonald et al, ), and the hands‐on curriculum provided the opportunity to take part in the hands‐on activity and the tactile perception of objects (Lillard, ) to help the students gain knowledge by doing science (Klopp et al, ).…”

Section: Discussionsupporting

confidence: 89%

“…The theoretical framework was built on the classic argument “learning by doing” (Dewey, ), which is reflected in constructivism in that individuals construct knowledge through interactions with their environment (Perkins, ; Piaget, ; Vygotsky, ). According to constructivist learning theories (Bruner, , ; Piaget, ), learning is a personal construction resulting from an experiential process and a personal experience that leads to the construction of knowledge that has personal meaning (Seo et al, ). With a hands‐on curriculum, students can use different senses by touching, feeling, moving, observing, listening, smelling, and sometimes testing materials in a controlled manner, and in this way, students can build knowledge through hands‐on‐producing experiences (Bilgin, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Hsiao

Chen²,

Lin

et al. 2018

Computer Assisted Learning

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This study combined 3D printing technology with experiential learning strategies (ELS) to design a hands‐on curriculum for preengineering students. The participants learned interdisciplinary knowledge and abstract scientific concepts through the curriculum. The study implemented a quasi‐experimental design to examine whether the students who learned using the 3D printing technology with ELS demonstrated better learning performances regarding the comprehension of abstract scientific concepts and hands‐on ability. This study selected 184 10th‐grade students from five classes, which were divided into three groups. The experimental process was conducted over a period of 11 weeks (for a total duration of 960 min). It was found that all of the preengineering students improved their comprehension of abstract scientific concepts. The students who learned using the 3D printing technology understood abstract scientific concepts better than those who learned using the traditional hands‐on tools, and the students who learned using the 3D printing technology with ELS demonstrated better hands‐on ability than the other two groups. Using 3D printing technology with ELS resulted in significant positive effects on the participants' handmade processes, in which the students reinforced the connection between knowledge and handmade products, resulting in better comprehension of abstract scientific concepts and hands‐on ability.

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Section: Discussionsupporting

confidence: 89%

Section: Theoretical Frameworkmentioning

confidence: 99%

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Hsiao

Chen²,

Lin

et al. 2018

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Moreover, virtual reality technology is widely used in medical training where live biomedical samples are not always available for training purposes. For instance, Seo et al [70] developed a virtual experience focusing on canine skeletal systems in which participants were able to freely observe and assemble the corresponding limbs. Similarly, de Mauro et al [71] proposed a simulated neurosurgical microscope to train and educate brain surgeons.…”

Section: Virtual Reality In Educationmentioning

confidence: 99%

Gender Diversity in Computing and Immersive Games for Computer Programming Education: A Review

Wee¹,

Yap²

2021

IJACSA

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This paper provides a review of the current state of the gender gap in computer science and highlights how immersive games can mitigate this issue. Game-based learning (GBL) applications have been shown to successfully incite motivation in students and increase learning efficiency in both formal and non-formal educational settings. With the rise of GBL, researchers have also used virtual reality to provide pupils with a more immersive learning experience. Both GBL and virtual reality techniques are also used for computer programming education. However, there is a paucity of applications that utilize these techniques to incite interest in computer science from a female perspective. This is a cause for concern as immersive games have been proven to be capable of inciting affective motivation and fostering positive attitudes towards specific subjects. Hence, this review summarises the benefits and limitations of GBL and virtual reality; how males and females respond to certain game elements; and suggestions to aid in the development of immersive games to increase female participation in the field of computer science.

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“…In Anatomy Builder VR [20], the authors conducted studies on how a VR system can support embodied learning in anatomy education. The results indicate that the participants prefer to interact with Anatomy Builder VR system rather than to interact with the real skeletons.…”

Section: Anatomy Learning With Interactive Systemsmentioning

confidence: 99%

Serious Violence: The Effects of Violent Elements in Serious Games

Sararit¹,

Malaka²

2020

Lecture Notes in Computer Science

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In serious game development, violent elements are not used as widely as in the industry. Very few studies looked at the effects of violence in interactive educational contexts. This paper explores the effects of violent versus non-violent audiovisual and narrative elements. In which a better understanding can lead to a positive and appropriate use of violence in serious games. We present 2 experiments (n = 30 and 38) using a custom-made game for human bone anatomy learning. We conducted our first experiment incorporating violent and non-violent audiovisuals without narratives. Small negative effects were observed in the sample group with violent audiovisuals. Afterward, We conducted the second experiment incorporating narratives that aim to negate the negative effects. Our results found significant improvements in short-term memorization in all conditions in both experiments. Player experience evaluation indicates that the non-violent condition results in greater intuitive control, but only in the first experiment.

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Anatomy builder VR: Applying a constructive learning method in the virtual reality canine skeletal system

Cited by 35 publications

References 5 publications

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Gender Diversity in Computing and Immersive Games for Computer Programming Education: A Review

Serious Violence: The Effects of Violent Elements in Serious Games

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