Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

Won, Mihye; Ungu, Dewi Ayu Kencana; Matovu, Henry; Treagust, David F.; Tsai, Chin Chung; Park, Jungho; Mocerino, Mauro; Tasker, Roy

doi:10.1016/j.compedu.2022.104701

Cited by 48 publications

(18 citation statements)

References 155 publications

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“…Regarding representational features, learning design in immersive VR can include four categories of design attributes of varying intensity according to a systematic review by Won et al [37]:…”

Section: Immersive Learning Designmentioning

confidence: 99%

“…Another systematic review identified five types of learning designs in immersive VR: passive observation, virtual object manipulation, active context participation, realistic practice, and repetitive practice based on smart and social personalized feedback [37]. These clusters in VR correspond to a very high degree to the aforementioned AR-based learning design taxonomy [30], a fact that supports their respective generalization potential for XR technologies in the Metaverse.…”

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confidence: 90%

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Immersive Learning

Mystakidis

Lympouridis

2023

Encyclopedia

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Section: Immersive Learning Designmentioning

confidence: 99%

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confidence: 90%

Immersive Learning

Mystakidis

Lympouridis

2023

Encyclopedia

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“…A storyboard and script were developed and a professional company was hired to film a flat screen version and a 360-degree version of the video in the field with the city coordinator serving as the field guide depicted in the video. Won et al (2023) assert the importance of researchers describing the features of the VR learning design, as it is helpful to compare results of studies that use similar rather than dissimilar stimuli.…”

Section: Methodsmentioning

confidence: 99%

“…Virtual reality (VR) enables science communicators to eliminate boundaries of space to immerse a person in a distanced location through a virtual simulation of an environment and decrease psychological distance (Breves & Schramm, 2021; Markowitz & Bailenson, 2021). The vividness and immersiveness of VR reduces the need for people to imagine a locale, as well as an environmental problem, and provides a realistic visualization that has the potential to engage the senses (Won et al, 2023). The study of VR as a science communication tool is in its early stages and systematic empirical investigations are few (Fauville et al, 2020; Markowitz & Bailenson, 2021).…”

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confidence: 99%

Using VR for Science Communication: Presence, Message Perception, and Pro-Environmental Effects

Behm-Morawitz,

Shin

2023

Science Communication

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This research investigates the effectiveness of virtual reality (VR) as a science communication tool to promote pro-environmental change. A laboratory experiment ( N = 70) was conducted to examine the short-term effects of VR immersive video, in comparison with flat screen video, on level of presence, message perception, and cognition. Viewing the VR video produced greater levels of presence, which was associated with increased positive perceptions of the video, perceived importance of water issues, and pro-environmental attitudes, and behavioral intentions. Implications are discussed in terms of how immersive VR can be used as science communication tool.

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“…Theelen et al (2019) conducted a systematic literature review to understand the use of classroom simulations when training students who are pre‐service teachers, a review that included 15 studies. Won et al's (2023) study also explored simulation in the form of virtual reality. Their work examined learning in immersive virtual reality and included a review of over 200 articles.…”

Section: Introductionmentioning

confidence: 99%

Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology‐enhanced, hybrid and online courses

Blackmon

Major

2023

Brit J Educational Tech

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This systematic review involved reexamining student perceptions of privacy in online, hybrid and technology‐enhanced courses. The research questions included identifying key findings from studies on student privacy. The researchers followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) methodology and completed three rounds of searching for studies, including general searches in Academic Search Complete and Education Research Complete and a targeted search using Google Scholar. The inclusion criteria for the studies were as follows: empirical data on privacy from students' perspectives, higher education setting and published in a top 10 educational technology journal. Once the articles were identified, they were screened and coded independently by two reviewers, and discrepancies were resolved through discussion and consensus. A narrative synthesis outlined three key themes from the original studies: privacy comforts, privacy concerns and privacy compromises. The study concluded with a discussion of the current state of knowledge of student privacy in online, hybrid and technology‐enhanced courses, highlighting the need for greater focus on the balance of students' privacy and technology integration in higher education. Practitioner notesWhat is already known about this topic Integration of technology in higher education can pose student privacy concerns. Aspects of online and technology‐supported courses can potentially compromise student privacy. Personal information collected or shared without consent can be an issue. Digital tools and platforms used in online and hybrid courses can be associated with privacy risks. Learning management systems, online exams, virtual simulations and immersive virtual reality can pose privacy risks for students. Previous syntheses have explored technology in higher education but not from the students' perspectives across various course formats. What this paper adds This systematic review provides information about students' perspectives on privacy in online, hybrid and technology‐enhanced courses. It offers a comprehensive analysis of key findings from studies on student privacy, including privacy comforts, concerns and compromises. It shares insight into how students perceive privacy concerns in online, hybrid and technology‐supported learning and how these concerns might be addressed. It emphasizes the need for greater attention to the balance of students' privacy and technology integration in higher education. Implications for practice and/or policy The findings of this paper have important implications for policy and practice in higher education. Institutions should provide clear guidelines and policies on data privacy and security in online, hybrid and technology‐supported learning environments, including transparent information on data collection, storage and usage. Institutions should prioritize the use of secure platforms and tools that protect students' data and privacy. Involving students in decision‐making around technology integration and privacy policies can provide valuable insights and help develop policies that are responsive to their needs. Institutions should provide training and support to students focused on digital literacy and data privacy to empower them to take ownership of their privacy and security in online and technology‐supported learning environments.

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Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

Cited by 48 publications

References 155 publications

Immersive Learning

Immersive Learning

Using VR for Science Communication: Presence, Message Perception, and Pro-Environmental Effects

Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology‐enhanced, hybrid and online courses

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