Applying immersive virtual reality for remote teaching architectural history

Chan, Chiu-Shui; Bogdanović, Jelena; Kalivarapu, Vijay

doi:10.1007/s10639-021-10786-8

Cited by 38 publications

(28 citation statements)

References 36 publications

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“…At the same time, 35.6% of students express that the purpose of learning rock climbing course is to obtain credit. Moreover, in future, virtual reality technology may significantly improve the way physical education is taught, and it is also one of the greatest supplemental teaching strategies for physical education teachers [22].…”

Section: Discussionmentioning

confidence: 99%

Application of Virtual Reality for Teaching Rock Climbing in Colleges Using Big Data

Liu

Zhang

et al. 2022

Mobile Information Systems

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Since rock climbing was added to the Olympic Games, nations around the globe have started to pay more attention to the instruction of rock climbing and have established it as a program in colleges and universities to train college students and adolescents, who make up the majority of rock climbers. However, there are many problems faced while teaching rock climbing in colleges and universities, such as no standardized teaching materials, short teaching time, and cumbersome teaching content, which are few to mention. As a result, students can only master the basic methods and techniques of climbing on rock while studying at colleges and institutions, and their climbing ability cannot be improved. Most of the current college’s rock climbing teachers only pay attention to the technical problems. The correct methodology of teaching is a vital factor for student’s guidance. To overcome these issues, this research demonstrates the virtual reality in classroom instruction; this has the potential to improve the impact and standard of collegiate rock climbing. The authors focus on the concept of virtual reality technology, technical characteristics, virtual reality system composition, and virtual reality modeling and apply the theory and technology to college rock climbing teaching for building a teaching model basis on virtual reality in this research paper. This model is applied to college rock climbing teaching, and the experimental group and the control group are set to analyze the students’ interest in rock climbing teaching. The comparison demonstrates that employing virtual reality technology dramatically increases the experimental group students’ enthusiasm in rock climbing education. Upon analyzing the students’ recognition rock climbing instruction in colleges and institutions, the result shows that 93.3% of the experimental group and 60% of the control group agree that the rock climbing course can motivate their own learning initiative and enthusiasm. When analyzing the motivation of students to learn rock climbing, the highest proportion is to get credit and recognition, the proportion of which is 35.6%.

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Section: Discussionmentioning

confidence: 99%

Application of Virtual Reality for Teaching Rock Climbing in Colleges Using Big Data

Liu

Zhang

et al. 2022

Mobile Information Systems

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“…Differences in individual learners and learning content determine the diversity of autonomous learning forms. Students should not only conduct individual learning according to their own characteristics but also carry out various forms of teacher-student or student-student cooperative learning to solve problems encountered in learning in the process of negotiation and conversation [15]. In the virtual environment, under the guidance of teachers, students can enter the corresponding virtual language community to learn corresponding language materials according to their own goals, interests, and abilities.…”

Section: Importance Of Virtual Reality Applications In Englishmentioning

confidence: 99%

Students’ Daily English Situational Teaching Based on Virtual Reality Technology

Han

2022

Mobile Information Systems

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Since China is not a native English-speaking country, Chinese English learners generally have poor English application ability. Therefore, this paper aims to study the combination of virtual reality and English learning to create an immersive English learning system, which provides new solutions for students’ daily English to relieve from foreign language anxiety and improve their English application ability. This paper proposes that starting from the research needs, this research has developed a VR English learning system for scene-based teaching. This system can bring visual, auditory, and tactile multisensing experiences to daily English users’ learning. The user is fully immersed in the virtual scene, and the feasibility of the system is increased by data demonstration through actual teaching experiments. The experimental results of this paper show that 90% of the learners are satisfied with the learning effect in the virtual simulation learning situation, and more than 80% of the learners believe that using the avatar learning method to learn English in the virtual simulation learning situation improves the ability of all aspects and the relationship between teachers and students. In addition, 85% of the learners believe that they can improve their interest in daily English learning in the virtual simulation learning situation. Therefore, the feasibility of the system is high.

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“… Lin et al (2018) discovered that pupils receiving entirely immersion-based English learning showed higher learning confidence, keener learning interests, and also stronger learning belief than those who did not. Chan et al (2021) applied immersive VR to distance architectural history teaching. The research results signified that immersive visualization ability could be used as an essential distance teaching tool in educational institutions to improve students’ learning effects.…”

Section: Literature Reviewmentioning

confidence: 99%

Virtual Reality-Integrated Immersion-Based Teaching to English Language Learning Outcome

et al. 2022

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Globalization and informatization are reshaping human life and social behaviors. The purpose is to explore the worldwide strategies to cultivate international talents with a global vision. As a global language with the largest population, English, and especially its learning effect, have always been the major concerns of scholars and educators. This work innovatively studies the combination of immersion-based English teaching with virtual reality (VR) technology. Then, based on the experimental design mode, 106 students from a Chinese school were selected for a quasi-experimental study for 16 weeks (3 h a week, and 48 h in total). The collected data were analyzed by computer statistical software, and hypotheses are verified. The results showed that there is a significantly positive correlation between VR and immersion-based language teaching (0.851, p < 0.01). There is a significantly positive correlation between immersion-based language teaching and academic achievement (0.824, p < 0.01), and VR is positively correlated with learning outcome (LO) (0.836, p < 0.01). Compared with other state-of-art research methods, this work modifies the students’ oral test through the analysis and comparison with the system database, and the students’ learning effect is greatly improved. Finally, some suggestions are put forward according to the research results to provide an experimental reference for English teachers and future linguistics teaching.

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Applying immersive virtual reality for remote teaching architectural history

Cited by 38 publications

References 36 publications

Application of Virtual Reality for Teaching Rock Climbing in Colleges Using Big Data

Application of Virtual Reality for Teaching Rock Climbing in Colleges Using Big Data

Students’ Daily English Situational Teaching Based on Virtual Reality Technology

Virtual Reality-Integrated Immersion-Based Teaching to English Language Learning Outcome

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