Authenticity, Interactivity, and Collaboration in VR Learning Games

Thompson, Meredith; Wang, Annie; Roy, Dan; Klopfer, Eric

doi:10.3389/frobt.2018.00133

Cited by 11 publications

(5 citation statements)

References 50 publications

(53 reference statements)

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“…Cellverse were problematic in that the Navigator had enough information to complete the entire game by themselves. In one of these studies, the Navigators in a small playtest session (N 4) both stated in post-interviews that they "did not need the Explorer to solve the challenge" (Thompson et al, 2018b). This was corroborated by data from other researchers on the team, who noted that the Navigators they observed took the lead in each session and appeared to be in control of gameplay.…”

Section: Collaboration: Lessons Learnedmentioning

confidence: 74%

“…Moreover, we approach game development through a framework of Design-based Research, or DBR (Ameel & Reeves, 2008;Sandoval & Bell, 2004). Ongoing user testing, studies with various types of users, and reviews by subject matter experts have enabled us to collect valuable qualitative and quantitative data that have enhanced our understanding of how to incorporate authenticity, interactivity, and collaboration in VR learning games (Thompson et al, 2018b;Wang et al, 2019;Thompson et al, 2020;Uz Bilgin, Anteneh, & Thompson, 2020;Wang, 2020;Uz Bilgin, Anteneh, & Thompson, 2021;.…”

Section: Introductionmentioning

confidence: 99%

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Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

Wang¹,

Thompson²,

Uz-Bilgin³

et al. 2021

Front. Virtual Real.

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Virtual reality has become an increasingly important topic in the field of education research, going from a tool of interest to a tool of practice. In this paper, we document and summarize the studies associated with our 4-year design project, Collaborative Learning Environments in Virtual Reality (CLEVR). Our goal is to share the lessons we gleaned from the design and development of the game so that others may learn from our experiences as they are designing, developing, and testing VR for learning. We translate “lessons learned” from our user studies into “best practices” when developing authentic, interactive, and collaborative experiences in VR. We learned that authentic representations can enhance learning in virtual environments but come at a cost of increased time and resources in development. Interactive experiences can motivate learning and enable users to understand spatial relationships in ways that two dimensional representations cannot. Collaboration in VR can be used to alleviate some of the cognitive load inherent in VR environments, and VR can serve as a context for collaborative problem solving with the appropriate distribution of roles and resources. The paper concludes with a summation of best practices intended to inform future VR designers and researchers.

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Section: Collaboration: Lessons Learnedmentioning

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

Wang¹,

Thompson²,

Uz-Bilgin³

et al. 2021

Front. Virtual Real.

Self Cite

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“…VR technology, also known as 'spiritual realm' technology, is a comprehensive information technology that integrates computer graphics, digital image processing, multimedia technology, computer simulation technology, sensor technology, display technology, and network parallel processing technology [19]. VR technology creates realistic environments through software and hardware to achieve interaction between reality and virtuality and can compensate for the shortcomings of traditional game interventions [20]. Due to the various psychological and physiological obstacles that most ADHD patients face, preventing them from effectively perceiving the surrounding world like normal children, VR can provide them with multiple sources of perception and offer new technological support for early intervention methods [21].…”

Section: Introductionmentioning

confidence: 99%

Efficacy of Integrated Neurofeedback and Virtual Reality Training in Children with ADHD: A Randomized Controlled Trial

Wu,

Fang

et al. 2024

Preprint

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Objective: This research aims to explore the therapeutic outcomes of combining Neurofeedback (NF) with Virtual Reality (VR) training on children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) through a randomized controlled trial. Methods: ADHD patients from the Children's Psychiatry Outpatient and Inpatient Departments of the Seventh People's Hospital in Hangzhou were randomly divided into two groups from March 2021 to December 2022. One group received standard neurofeedback therapy (control group), and the other underwent a combined neurofeedback therapy and a VR-based training system (intervention group). The intervention lasted for three months. This research utilized the SNAP-IV (Swanson, Nolan, and Pelham-IV) Attention Rating Scale for comparative analysis between the groups before and after the intervention. Results: This study found that combining neurofeedback and virtual reality training has a positive impact on inattention, hyperactivity/impulsivity, and oppositional defiant disorder (ODD)in children with ADHD. Specifically, within the intervention group, the average inattention score decreased significantly from 24.0 (SD = 2.6) before the intervention to 16.8 (SD = 2.7) after the intervention, with an effect size of 2.72 (95% CI: 2.01, 3.42). Similarly, the hyperactivity/impulsivity score decreased significantly from 19.0 (SD = 3.3) to 14.6 (SD = 2.8), with an effect size of 1.44 (95% CI: 0.87, 2.01), and the ODD score decreased from 16.6 (SD = 3.6) to 12.5 (SD = 2.2), with an effect size of 1.37 (95% CI: 0.81, 1.94). After the intervention, intergroup comparisons showed that compared to the intervention group (mean 16.8, SD=2.7), the control group (mean 19.9, SD=3.1) had significantly higher scores in inattention, with an effect size of 1.08 (95% CI: 0.54, 1.62). The difference in hyperactivity/impulsivity scores was smaller but statistically significant, with the control group averaging 16.17 (SD=2.84) and the intervention group 14.60 (SD=2.77), with an effect size of 0.56 (95% CI: 0.04, 1.07). The ODD scores were also higher in the control group (13.93, SD=2.98) compared to the intervention group (12.53, SD=2.21), with an effect size of 0.53 (95% CI: 0.02, 1.05). The intervention group, combining neurofeedback and VR attention training, showed a significant reduction in inattention (average decrease of 7.2, SD=3.6, effect size -0.68 (95% CI: -1.20, -0.16)), with less and non-significant reductions in hyperactivity/impulsivity and ODD symptoms, highlighting the targeted efficacy of the intervention on attention deficits. Conclusion: Integrating neurofeedback and VR training significantly reduces inattention in children with ADHD, offering a promising approach for targeting core symptoms of the disorder.

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“…Primarily in the field of entertainment and computer games [1][2][3]. However, now VR is beginning to be actively used in education [4][5][6][7]. In psychological and pedagogical science, it is known that a person receives 80% of information from the outside world with the help of vision, while people remember 20% of what they see, 40% of what they see and hear, and 70% of what they see, hear and perform [8].…”

Section: Introductionmentioning

confidence: 99%

Process virtualization for X-ray images obtaining in industrial radiography during nuclear power plant NDT specialists training

Kovshov¹,

Kuvshinnikov²,

Dolgov³

2023

E3S Web Conf.

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The research aims to highlight the analysis of the virtualization prerequisites in terms of the non-destructive testing training. The peculiarities of radiation control (RC), which significantly affect the organization of practical classes and the profitability of personnel training, are given. The main requirements for specialists in the course of practical training are listed. Methods of processing and visualizing information about the structure of dense three-dimensional bodies are considered and a simplified task-specified alternative is proposed. The results of the research underline the principle of image construction and processing through the use of digital twins of testing samples. This allows the user to get an image that is similar to shooting results of real metal samples in terms of training purposes. In order to deliver a more effective methodology, the main physical principles are taken into account for digital models of radiographs and optical density of films.

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Authenticity, Interactivity, and Collaboration in VR Learning Games

Cited by 11 publications

References 50 publications

Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

Efficacy of Integrated Neurofeedback and Virtual Reality Training in Children with ADHD: A Randomized Controlled Trial

Process virtualization for X-ray images obtaining in industrial radiography during nuclear power plant NDT specialists training

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