Fostering oral presentation competence through a virtual reality-based task for delivering feedback

Ginkel, Stan van; Gulikers, J.T.M.; Biemans, H.J.A.; Noroozi, Omid; Roozen, Mila; Bos, Tom; Tilborg, Richard van; Halteren, Melanie van; Mulder, Martin

doi:10.1016/j.compedu.2019.02.006

Cited by 89 publications

(91 citation statements)

References 58 publications

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“…Although the quality of portable HMDs is rapidly improving and the price is rapidly decreasing, budget constraints still pose a barrier for many teachers who would like to incorporate VR simulations in their classes. We agree with other researchers that innovative technologies such as VR should not be adopted in education curricula without carefully considering the integration and instructional design features (e.g., Makransky et al, ; Merchant et al, ; van Ginkel et al, ). In the current study, VR was used to train students before going to the real lab.…”

Section: Discussionsupporting

confidence: 89%

“…A limitation in this study is related to student's unfamiliarity with using VR technology for learning purposes (e.g., Makransky et al, ; Parong & Mayer, ; van Ginkel et al, ). Being unfamiliar with the technology can have negative consequences for learning because of the novelty of the interaction and unfamiliarity with control devices.…”

Section: Discussionmentioning

confidence: 97%

“…Furthermore, this study was limited to using summative assessment. Previous research has shown potential of using formative assessment as a way of improving learning outcomes (van Ginkel et al, ). Future research could investigate the potential of using formative assessment feedback when delivering VR lessons repeatedly over a long period of time.…”

Section: Discussionmentioning

confidence: 99%

“…The use of VR as a platform to deliver educational content is one example of an educational technology that has increasingly been used in education over the last decade (Blascovich & Bailenson, ; Dawley & Dede, ; Makransky, Terkildsen, & Mayer, ; Makransky, Wismer, & Mayer, ; Parong & Mayer, ; Standen & Brown, ; van Ginkel et al, ). The growing availability of commercially available head‐mounted displays (HMDs) means that educational and training applications of VR are now readily accessible to the general public (Buttussi & Chittaro, ).…”

Section: Introductionmentioning

confidence: 99%

“…The New Media Consortium/Consortium for School Networking's Horizon Report , which investigates emerging technologies for their potential influence on and use in teaching, learning, and creative inquiry in schools, anticipates that VR will be adopted broadly in classrooms within 2 to 3 years (Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, ). VR offers a number of affordances such as providing familiarity with the associated real‐world environment, increasing the salience of particular cues in the environment, allowing learners to rehearse specific sequences of actions with a high level of physical and psychological fidelity, and enabling immediate feedback and broad accessibility in a safe and controlled environment (Feng, Gonzalez, Amor, Lovreglio, & Cabrera, ; McComas, MacKay, & Pivik, ; Rose, Attree, Brooks, Parslow, & Penn, ; Smith & Ericson, ; van Ginkel et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

Makransky

Borre-Gude

Mayer

2019

Computer Assisted Learning

267

194

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The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females). We include five types of learning outcomes including post‐test enjoyment ratings; pre‐ to post‐test changes in intrinsic motivation and self‐efficacy; a post‐test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self‐efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83).

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

Makransky

Borre-Gude

Mayer

2019

Computer Assisted Learning

267

194

View full text Add to dashboard Cite

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Effect of virtual reality guidance system on the overhaul teaching

Yang

Zhu

et al. 2022

Comp Applic In Engineering

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Students' learning motivation and gains in the professional training are essential criteria for evaluating the vocational teaching level. This study designed the virtual reality guidance (VRG) system to teach the skills of urban railway vehicle overhaul. The VRG system aims to improve students' enthusiasm and gains from learning. The system has two modules, teaching and experiment modules, respectively. The teaching module added the independent design mode and evaluation mode to guide students to participate in and enjoy the teaching system actively. The experiment randomly divided 80 urban railway vehicle engineering students into the experimental and control groups. Participants underwent the entire pretest, teaching, and posttest process. The results show that the VRG system endows students with more effective operational skills learning rather than traditional teaching methods. Also, the novel system can guide students to discover their professional advantages and enhance their enthusiasm for professional learning.

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A meta‐analysis and systematic review of the effect of virtual reality technology on users' learning outcomes

2022

Comp Applic In Engineering

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With the rapid development of science and technology, virtual reality (VR) technologies have obtained great popularity in education, coupled with many studies on the effect of VR technologies on learning outcomes. However, few studies have systematically summarized their effect on educational outcomes. This study systematically and meta-analytically examined the effect of VR technologies on educational outcomes using Stata 14.0. The researchers reviewed 43 empirical VR studies in education, ranging from 1993 to 2020, in high-impact journals of educational technology. Researchers included the subgroups such as VR users' learning outcomes consisting of intellectual skills, cognitive strategies, attitudes, motor skills, and educational levels of participants, as well as countries or regions where the sample was recruited. It is found that VR technologies can positively influence learning outcomes in education, improve learning outcomes across the world except Europe, and facilitate learning outcomes at different educational levels except the primary school level. Future designers and teachers should attempt to stimulate their learning interest in the VR-based approach by integrating interesting components into VR technologies. Future design of VR-based approach can also attach enough importance to motivation and satisfaction of learners, construction of VR labs in education, and the impacts of VR on students.

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Fostering oral presentation competence through a virtual reality-based task for delivering feedback

Abstract: Fostering oral presentation competence through a virtual reality-based task for delivering feedback

Cited by 89 publications

References 58 publications

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

Effect of virtual reality guidance system on the overhaul teaching

A meta‐analysis and systematic review of the effect of virtual reality technology on users' learning outcomes

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