Assessing Google Cardboard virtual reality as a content delivery system in business classrooms

Lee, Seung Hwan; Sergueeva, Ksenia; Catangui, Mathew; Kandaurova, Maria

doi:10.1080/08832323.2017.1308308

Cited by 87 publications

(51 citation statements)

References 39 publications

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“…Purposes of engagement allowed a user to feel involved in the learning process, usually by being offered challenges or interactive elements within the educational virtual environment. An example of immersive VR being designed with a purpose focused on engagement would be the Jaunt VR video program study, which featured scenic views of Nepal, as reported by Lee et al (2017).…”

Section: Engagementmentioning

confidence: 99%

“…Literature summary of immersive VR usage across educational disciplines.Arts and Humanities ArtKuhn et al, 2015;Leue et al, 2015 Skill Training/Highlighting Google Glass implemented in art galleries.Arts and Humanities BusinessLee et al, 2017 Engagement Experiment: Compared Google Cardboard HMD units to non-immersive VR. Google Cardboard users reported greater levels of enjoyment and interest than the non-immersive users Islamic History.…”

mentioning

confidence: 99%

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Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

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Section: Engagementmentioning

confidence: 99%

mentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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“…VR has been used with positive results in a variety of disciplines such as engineering and architecture (Burnley, 2007;Doyle, Dodge, & Smith, 1998;Izard & Méndez, 2016). Reports indicate that training/teaching in VR is at least as effective as real-world training (Barrett, Stull, Hsu, & Hegarty, 2015;Harrington et al, 2017;Khanal et al, 2014;Stone, Watts, Zhong, & Wei, 2011) with the advantages that it is safer to make mistakes (Johnson, Levine, Smith, & Stone, 2010;Lorenzo, 2014), students find it engaging (Harrington et al, 2017;Lee, Sergueeva, Catangui, & Kandaurova, 2017), motivating (Fonseca & Redondo, 2013;Redondo et al, 2014) and it can provide greater information uptake through the provision of multiple learning resources in the spherical environment (Harrington et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The use of virtual reality for public health education with reference to Syrian refugee camps

Dawson

Alami

Bowen

et al. 2019

Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018

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In this study we used Virtual Reality (VR) technology to provide an immersive interactive learning experience for undergraduate public health students in the UK and Lebanon. Students carried out a problem-based learning exercise around public health challenges faced by Syrian refugees in Lebanon. In the wider context of a Virtual Student Exchange programme small, mixed nationality groups were connected by Skype, WhatsApp and other technologies to research specific healthcare requirements for refugee camps (e.g. sanitation) and constructed an interview guide for the Lebanese students to use on a visit to a camp at the end of the programme. Lebanese students captured 360-degree videos to allow UK peers to 'join' them on their camp visit using VR. Findings from post-hoc video interviews focusing on the use of VR indicated that students felt closer to the subject of their research than before it was used. Participants' emotions were affected by what they saw in the camps, providing a broader cognitive experience in which sight, sound, and emotions were linked to the camps, deepening learning about the refugees' conditions. Faculty were able to move beyond the use of simple text-based scenarios, facilitating students' learning about a real-world situation that they would not have been able to access through other means. This approach has potential for wider use in education, providing virtual access to locations it can be difficult for learners to visit by other means.

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“…Following its development, some practitioners immediately recognized the potential benefit of affordable HMDs (Brown & Green, 2016;MacIsaac, 2015) and attempted the educational use of immersive VFTs in various subject areas (Thompson, 2018). In addition, researchers examined the navigational affordances of this new device (Powell, Powell, Brown, Cook, & Uddin, 2016) and the device's impact on business school students' learning in a one-to-one laboratory setting (Lee, Sergueeva, Catangui, & Kandaurova, 2017). However, empirical research on the educational uses of this emerging technology in classroom settings remains very rare.…”

mentioning

confidence: 99%

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Han¹

2019

Brit J Educational Tech

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The purpose of this study was to investigate the influence of immersive virtual field trips (VFTs) with head‐mounted displays (HMDs) on the presence and perceived learning. A mixed‐method approach was used to obtain an overall understanding of students' experiences with this immersive technology in an elementary classroom. Both quantitative and qualitative data were collected from 27 elementary‐school students through presence surveys and reflection papers. Statistical analyses were performed to compare immersive VFTs with traditional VFTs regarding students' virtual presence. Further, an inductive content analysis was performed to analyze reflection papers. The results showed an overall enhancement in virtual presence with the use of immersive VFTs. However, students felt that learning was not favorable with HMDs. The result of this study provides practical implications for the use of immersive VFTs in classroom settings.

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Assessing Google Cardboard virtual reality as a content delivery system in business classrooms

Cited by 87 publications

References 39 publications

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

The use of virtual reality for public health education with reference to Syrian refugee camps

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

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