Exploring 3D Immersive and Interactive Technology for Designing Educational Learning Experiences

Liu, Min; Su, Simon; Liu, Sa; Harron, Jason; Fickert, Cynda; Sherman, Bill

doi:10.4018/978-1-5225-5469-1.ch051

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…The potential for virtual reality to enhance anatomical education has been around for more than 40 years; however, it has not been widely available due to the associated high costs (Liu et al, 2016). Over the past 20 years, there have been dramatic advances in the virtual reality technology, including increases in computational speed, graphics rendering, tracking devices, and user interfaces (Rizzo et al, 2014).…”

Section: Applications Of 3d Interactive Software To Enhance Anatomicamentioning

confidence: 99%

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Moro

Štromberga

Raikos

et al. 2017

Anatomical Sciences Ed

682

612

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Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists.

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Section: Applications Of 3d Interactive Software To Enhance Anatomicamentioning

confidence: 99%

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Moro

Štromberga

Raikos

et al. 2017

Anatomical Sciences Ed

682

612

View full text Add to dashboard Cite

show abstract

“…An additional consideration, in this case, is the possibility of repeating the experience as much as desired through the use of technology when this repetition is not practical without the technology. Recently, barriers of cost, availability, and ease of use of virtual reality equipment have diminished, and the use of this technology has increased in traditional educational environments (Liu et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…The implementation of immersive virtual reality environments is becoming more common for teaching and learning in various education disciplines (see Liu et al, 2016, for a recent and insightful literature review). In music education, researchers continue to explore immersive virtual reality as a means of treating music performance anxiety (Bissonnette, Dubé, Provencher, & Sala, 2011, 2016Orman, 2003Orman, , 2004Williamon, Aufegger, & Eiholzer, 2014).…”

mentioning

confidence: 99%

Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

Orman

Price

Russell

2017

Journal of Music Teacher Education

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Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. Ten undergraduates randomly assigned to no VRLE (n = 3), VRLE with head tracking (n = 4), or VRLE without (n = 3) head tracking received eight treatment sessions over a 4-week period. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. A comparison of pretest and posttest scores showed that students using the augmented immersive VRLE with head tracking demonstrated greater conducting skill improvement than those not using virtual reality.

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“…The tension between the opportunities provided by VRLEs and the lack of guidance on designing VRLEs formed the rationale for this study. There are considerable design and implementation challenges when developing an effective VRLE efficiently (Górski et al, 2016;Liu et al, 2016;Zhou et al, 2018). Despite a number of studies providing evidence of the value of VRLEs in education (Concannon et al, 2020;Makransky et al, 2019;Sun et al, 2019), there is a dearth of evidence-based guidelines to support designers and developers, especially in the secondary school environment.…”

Section: Introductionmentioning

confidence: 99%

Virtual learner experience (VLX)

Steynberg,

Van Biljon,

Pilkington

2023

S AFR COMP J

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Science educators need tools to assess to what extent learners’ knowledge can be transferred to novel real-world situations. Virtual reality learning environments (VRLEs) offer the possibility of creating authentic tools where situated learning and assessment can take place, but there is a lack of evidence-based guidelines to inform the design and development of the VRLEs focussing on the user, that is the learner experience, especially for secondary schools. Drawing on theoretical premises and guidelines from user experience, usability, and technologically enabled assessment literature, we designed, developed, evaluated, and refined a VRLE prototype for the authentic assessment of knowledge transfer in the secondary school science classroom as guided by the design science research approach. Lessons learnt from the implementation and iterative evaluation of the prototype are presented as a set of literature-based, empirically validated guidelines to support and guide educational designers and developers to create VRLEs focused on supporting the learner experience. The contribution of this study is a VRLE design model with the learner at its core, the definition of VLX to include learner-specific aspects of immersive environments, and guidelines for the development of an effective and efficient virtual reality environment for the assessment of knowledge transfer in science education.

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Exploring 3D Immersive and Interactive Technology for Designing Educational Learning Experiences

Cited by 4 publications

References 18 publications

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

Virtual learner experience (VLX)

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