Evaluating user experience in joint activities between schools and museums in virtual worlds

Naya, Viviana Barneche; Hernández-Ibáñez, Luis A.

doi:10.1007/s10209-014-0367-y

Cited by 14 publications

(4 citation statements)

References 14 publications

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“…Moreover, in order to obtain better understanding of the factors influencing students' learning achievement, one more hypothesis was added to examine how the factors of TAM may affect students' learning achievement. Naya and Iba´ñez (2014) suggested that PE and PEU may influence learning outcomes. Fokides and Atsikpasi (2018) also claimed out that PU was a determinant of learning outcome.…”

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confidence: 99%

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Chen

Widarso

Sutrisno

2020

Journal of Educational Computing Research

105

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ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM). This study was conducted with 58 students divided into two independent groups. The control group used ChatBot in a one-on-many classroom. The experimental group applied the ChatBot in one-on-one tutor sessions. A pretest and a posttest were used to measure the effect of the ChatBot, while TAM was explored through questionnaire and interview. Data analysis includes a paired-sample t test, analysis of covariance, and levels of effect. The results indicated that the ChatBot significantly improved the students’ learning achievement and that having a one-on-one environment may lead to better outcome than what could be achieved in a classroom. The TAM model was tested using partial least square. The result showed that perceived usefulness was the predictor of behavioral intention, whereas perceived ease of use was not. The students agreed that the ChatBot benefited their learning of Chinese vocabulary, with several adjustments need to be made for further progress.

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confidence: 99%

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Chen

Widarso

Sutrisno

2020

Journal of Educational Computing Research

105

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“…We present a comprehensive analysis of various scholarly articles and conference papers, offering a rich overview of the current state and evolution of virtual worlds, augmented reality (AR), and their applications in education. The selected references span a range of topics, including the use of virtual worlds in education [18], the emergence of the Metaverse [19], AR applications in learning [20], and the integration of these technologies into various educational contexts [21].…”

Section: Related Workmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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“…Wang (2015), in a study of "Kahoot!" in a university setting, tested for both engagement and motivation, and Barneche et al (2015), in their study of a virtual museum tour for students in secondary school, used two statements specifically designed to explore satisfaction.…”

Section: Engagement and Motivationmentioning

confidence: 99%

Using Virtual Reality to Enhance Food Technology Education

Gorman

Hoermann

Lindeman

et al. 2021

Int J Technol Des Educ

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The use of Virtual Reality (VR) technology combined with 360-degree images and videos provide an opportunity for teachers to bring students into the classroom even when they are located somewhere else. During the COVID-19 lockdown and pandemic, with students across the world forced into home-based learning via remote teaching, a VR classroom shows potential as a tool for adding depth to their learning. The possibility of immersing students in a virtual environment could provide an answer to motivation and engagement issues for today’s students as well as a solution to some of the current constraints faced by teachers. In particular, VR has the potential to increase the time students are able to spend in (virtual) environments that are suitable for teaching and learning practical skills. With the cost of VR equipment reducing rapidly and the increasing quality of virtual experiences, it appears VR is on the tipping-point of becoming a regular part of school programmes.This article outlines the development and testing of a VR Classroom for the delivery of a food-based lesson with middle school students in a New Zealand school. Kitchens are a costly commodity for schools and the obvious health and safety issues make teaching practical cooking skills challenging. With a focus on student engagement and motivation, data is collected from observation of students using the virtual classroom and a post-test survey. Results show that students were highly motivated and perceived the VR classroom as fun to use.

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Evaluating user experience in joint activities between schools and museums in virtual worlds

Cited by 14 publications

References 14 publications

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Virtual Worlds for Learning in Metaverse: A Narrative Review

Using Virtual Reality to Enhance Food Technology Education

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