Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment

Jang, Susan; Vitale, Jonathan M.; Jyung, Robert W.; Black, John B.

doi:10.1016/j.compedu.2016.12.009

Cited by 243 publications

(151 citation statements)

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“…VR for entertainment can purposefully overwhelm, but the goal of education is for learners to leave the space with new concepts embedded in their ever-changing knowledge structures (the definition of learning). Some of your learners will also come to the task with low spatial abilities, and those students learn differently in 3D space (Jang et al, 2016). This is why the first start screen should always be somewhat sparse with a user-controlled start button.…”

Section: Design Principles For Embodied Education In Vrmentioning

confidence: 99%

“…Our prediction is that hand controls will have long lasting effects on the types of content and the quality of the pedagogy that can be designed into educational spaces. Jang et al (2016) utilized a yokedpair design, such that one participant manipulated a virtualized 3D model of the inner ear, while another participant viewed a recording of the interaction. Results indicate that participants in the manipulation group showed greater posttest knowledge (via drawing) than the group that observed the manipulations.…”

Section: The Second Profound Affordancementioning

confidence: 99%

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Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls

2018

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This article explores relevant applications of educational theory for the design of immersive virtual reality (VR). Two unique attributes associated with VR position the technology to positively affect education: (1) the sense of presence, and (2) the embodied affordances of gesture and manipulation in the 3rd dimension. These are referred to as the two profound affordances of VR. The primary focus of this article is on the embodiment afforded by gesture in 3D for learning. The new generation of hand controllers induces embodiment and agency via meaningful and congruent movements with the content to be learned. Several examples of gesture-rich lessons are presented. The final section includes an extensive set of design principles for immersive VR in education, and finishes with the Necessary Nine which are hypothesized to optimize the pedagogy within a lesson.Keywords: immersive virtual reality, embodiment, gesture, stem education, mixed reality, VR, educational design, XR "Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas." (Montessori, 1966) THE TWO PROFOUND AFFORDANCESIn the early 1930's, Dr. Montessori understood that learning relied on how our physical bodies interacted with the environment. For her, the environment was physical. Today, we are able to digitize our environments and the affordances approach infinity. For several decades, the primary interface in educational technology has been the mouse and keyboard; however, those are not highly embodied interface tools (Johnson-Glenberg et al., 2014a). Embodied, for the purposes of education, means that the learner has initiated a physical gesture or movement that is wellmapped to the content to be learned. As an example, imagine a lesson on gears and mechanical advantage. If the student is tapping the s on the keyboard to make the gear spin that would be considered less embodied than spinning a fingertip on a screen to manipulate a gear with a synchronized velocity. With the advent of more natural user interfaces (NUI), the entire feel of digitized educational content is poised to change. Highly immersive virtual environments that can be manipulated with hand controls will affect how content is encoded and retained. One of the tenets of the author's Embodied Games lab is that doing actual physical gestures in a virtual environment should have positive, and lasting, effects on learning in the real world.

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Section: Design Principles For Embodied Education In Vrmentioning

confidence: 99%

Section: The Second Profound Affordancementioning

confidence: 99%

Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls

2018

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“…Three-dimensional (3D) virtual reality learning environments (VRLEs) are well suited to constructivism, especially when students must form 3D representations of course material or interact with a learning environment to construct knowledge (reviews: Huang et al 2010;Merchant et al 2014). Accordingly, the development and deployment of 3D VRLEs has expanded rapidly in K-12 and higher education, especially medical education (Wu et al 2013;Jang et al 2017); indeed, the anatomical education of medical students is a major catalyst for 3D VRLE technology. The practical value of 3D VRLEs for learning human anatomy hints at wider applications within K-12 biological education.…”

Section: Virtual Reality Learning Environments (Vrles)mentioning

confidence: 99%

Tarsier Goggles: a virtual reality tool for experiencing the optics of a dark-adapted primate visual system

Gochman

Lord²,

Goyal

et al. 2019

Evo Edu Outreach

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Charles Darwin viewed eyes as the epitome of evolution by natural selection, describing them as organs of extreme perfection and complication. The visual system is therefore fertile ground for teaching fundamental concepts in optics and biology, subjects with scant representation during the rise and spread of immersive technologies in K-12 education. The visual system is an ideal topic for three-dimensional (3D) virtual reality learning environments (VRLEs), and here we describe a 3D VRLE that simulates the vision of a tarsier, a nocturnal primate that lives in southeast Asia. Tarsiers are an enduring source of fascination for having enormous eyes, both in absolute size and in proportion to the size of the animal. Our motivation for developing a tarsier-inspired VRLE, or Tarsier Goggles, is to demonstrate the optical and selective advantages of hyperenlarged eyes for nocturnal visual predation. In addition to greater visual sensitivity, users also experience reductions in visual acuity and color vision. On a philosophical level, we can never know the visual world of another organism, but advances in 3D VRLEs allow us to try in the service of experiential learning and educational outreach.

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“…More recent empirical research conducted in computer science, engineering, and cognitive psychology suggests that VR has the capability to be a particularly effective tool for supporting analysis and learning in academic disciplines in which the object of study is inherently spatial (Donalek, et al 2014). This includes design-oriented fields such as Architecture, as well as the fields of Archaeology, Librarianship, Engineering, and Anatomy (Angulo, 2013;Cook 2018;Seth, Vance, and Oliver 2011;Van Dam, Laidlaw, & Simpson;Jang, et al, 2017). VR can be a low-cost alternative that enables engagement with this and other content that may be difficult to access (Limp et al, 2011).…”

Section: Vr and Spatial Cognitionmentioning

confidence: 99%

Evaluating the impact of a virtual reality workstation in an academic library: Methodology and preliminary findings

Lischer-Katz

Cook

Boulden

2018

Proc. Assoc. Info. Sci. Tech.

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Collections of 3D models and the analytic affordances of virtual reality (VR) systems can be integrated to form a “3D digital heritage ecosystem” (Limp, et al., 2011), providing a potentially richer and more intuitive learning environment that enables students to interact with models of artifacts and spaces that are too rare, fragile, or distant to access directly. This paper describes efforts to evaluate the impact of virtual reality on undergraduate instruction in varied disciplines, hosted within an academic library context. Existing research on VR and learning has focused primarily on domain‐specific tasks carried out in controlled lab settings or the social aspects of immersive virtual worlds. This paper describes the methodology and preliminary findings of a mixed‐methods research project currently underway (running from September 2017 to August 2018) that is evaluating how use of virtual reality impacts undergraduate students' self‐efficacy, and seeks to understand students' embodied experiences. The strengths and weaknesses of the methodology, initial findings drawn from the early stages of data analysis, and directions for further research are discussed.

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Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment

Cited by 243 publications

References 52 publications

Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls

Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls

Tarsier Goggles: a virtual reality tool for experiencing the optics of a dark-adapted primate visual system

Evaluating the impact of a virtual reality workstation in an academic library: Methodology and preliminary findings

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