Enhancing an instructional design model for virtual reality-based learning

Chen, Chwen Jen; Teh, Chee Siong

doi:10.14742/ajet.247

Cited by 23 publications

(21 citation statements)

References 49 publications

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“…We conducted evaluation to the model to produce a more robust design model. To do this, we followed Chen and Teh's (2013) work that it was necessary to identify methods that are part of the model. Therefore, the specific objective of this study is to enhance DI model for the research-based model using the formative research methodology.…”

Section: Focus Of the Studymentioning

confidence: 99%

“…We follow the principles of macro-strategy on instructional design as summarized by Chen and Teh (2013) in Table 2. Objectives Identifying the types of learning (labels, verbal information, intellectual skills and/or cognitive strategies) and the respective learning objectives.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The work entails what many have referred to design and development research (Chen & Teh, 2013). Reigeluth and Frick (1999) stated that formative research is a kind of developmental research intended to improve design theory for designing instructional practices or processes.…”

Section: Formative Researchmentioning

confidence: 99%

“…It is also useful to develop and test design theory on other aspects of education, including curriculum development, counseling, administration, finance, and governance. Formative research has been used to improve the existing instructional design theories and models, such as elaboration theory, a theory to facilitate understanding, a theory for the design of computer-based simulations and theory for designing instructions for teams (Chen & Teh, 2013).…”

Section: Formative Researchmentioning

confidence: 99%

“…Chen and Teh (2013) have implemented the process as in the following: a) Selecting a design theory (or model).…”

Section: Formative Researchmentioning

confidence: 99%

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Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability

Mansyur

Darsikin²

2016

IES

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This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with the previous research results of problem-solving and external representation with the characteristics of DI, we obtained stages of a hypothetical design. The hypothetical design has been developed by implementing phases of formative research to obtain a final model of enhanced direct instruction (EDI). Results of experimental phase showed that EDI can support the students' mental-modeling ability.

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Section: Focus Of the Studymentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Formative Researchmentioning

confidence: 99%

Section: Formative Researchmentioning

confidence: 99%

“…Chen and Teh (2013) have implemented the process as in the following: a) Selecting a design theory (or model).…”

Section: Formative Researchmentioning

confidence: 99%

See 3 more Smart Citations

Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability

Mansyur

Darsikin²

2016

IES

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Comparison of virtual reality and physical simulation training in first‐year radiography students in South America

Rowe

Garcı́a

Rossi

2022

J of Medical Radiation Sci

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Introduction The aim of this study was to comparatively evaluate the learning outcomes achieved by first‐year radiography students educated with either virtual reality (VR) simulation training or physical simulation training. The implementation of VR has been proposed to enhance learning in radiography students and provide a more effective and efficient approach to simulation. However, the learning outcomes achieved with this approach have not been widely investigated. Methods Through stratified randomisation, 188 radiography students were allocated to one of two matched groups: a VR group (using Virtual Medical Coaching's Radiography simulation) and a physical simulation group (using Philips' X‐ray equipment). Both groups were taught 31 radiography views over one 25‐week semester. Both groups were assessed in an Objective Structured Clinical Examination (OSCE), using actors as patients in a physical X‐ray environment. Assessment was conducted by assigning objective count scores for five assessment criteria. Results The VR group achieved shorter OSCE duration and fewer errors in moving equipment and patient positioning: these results were statistically significant (P < 0.00). There was no significant difference in the frequency of errors in radiographic exposure setting between the VR and the physical simulation group. The current findings concur with the limited number of published studies concerning VR simulation in radiography. Conclusions The results of this study demonstrated superior effectiveness and efficiency in the VR group. This provides preliminary evidence to introduce VR simulation in the host institution and provide evidence that it may be possible to replace the use of physical simulation across other years of the degree. Further research investigating these possibilities is warranted.

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A Process of Design and Production of Virtual Reality Learning Environments

Oubahssi

Mahdi

Piau-Toffolon

et al. 2019

The Challenges of the Digital Transformation in Education

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Facilitating human learning is one of the uses of virtual reality (VR). Users interact within original and dynamic situations of learning in an integrated learning environment called Virtual Reality Learning Environment (VRLE). Nevertheless, the design of these environments is still considered as a complex task. We intend to study and propose technical and methodological solutions to help teachers to design (adapt or reuse) their pedagogical situation with a scenario-based approach and to operationalize it in a VR learning environment. In this work, we defined a design process allowing teachers to generate their VRLE. Then, we instantiated the proposed design process with a pedagogical situation as an illustrated example.

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Enhancing an instructional design model for virtual reality-based learning

Cited by 23 publications

References 49 publications

Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability

Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability

Comparison of virtual reality and physical simulation training in first‐year radiography students in South America

A Process of Design and Production of Virtual Reality Learning Environments

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