Fostering science interests through head‐mounted displays

Andersen, Martin S.; Klingenberg, Sarah Louise; Petersen, Gustav Bøg; Creed, Peter Alexander; Makransky, Guido

doi:10.1111/jcal.12749

Cited by 9 publications

(3 citation statements)

References 69 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These results reject our hypothesis and are not consistent with previous research. Other authors reported an overall increase in interest in science following a single didactical activity with VR simulations (Makransky et al, 2019a(Makransky et al, , 2020, while Andersen et al found that immersive VR was more effective than 2D video in fostering science interest (Andersen et al, 2023).…”

Section: Interest In Sciencementioning

confidence: 99%

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Beatrice,

Grimaldi,

Bonometti

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

show abstract

Section: Interest In Sciencementioning

confidence: 99%

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Beatrice,

Grimaldi,

Bonometti

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…The SEM analysis showed that enjoyment mediated the pathway from instructional design to immediate post-test performances, while interest mediated the pathway from instructional design to delayed post-test performances. Recent studies conducted within the same framework have demonstrated a positive effect of IVR and interactivity on enjoyment, interest, self-efficacy, expected outcomes, perceived embodiment, spatial presence, motivation and behavioral intention changes compared to the same content presented using 2D desktop or conventional multimedia technologies, and have done so in very different fields and subject areas (Ahn et al, 2022;Andersen et al, 2022;Makransky and Klingenberg, 2022;Makransky and Mayer, 2022;Petersen et al, 2022;Vandeweerdt et al, 2022;Plechatà et al, 2022a,b;Bagher et al, 2023;Stenberdt and Makransky, 2023). A similar pattern of results was found with young children asked to perform tasks such as remembering and recalling a story and the related emotions (Araiza-Alba et al, 2020a), understanding and recalling seaside safety instructions (Araiza-Alba et al, 2021b) and problem solving (Araiza-Alba et al, 2021a).…”

Section: Learning In Ivrmentioning

confidence: 99%

Immersive virtual reality for learning about ecosystems: effect of two signaling levels and feedback on action decisions

Porte,

Boucheix,

Rapet

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

IntroductionThe goal of the present study was to test the effect of signaling associated with feed-back in learning forest ecosystems in the context of realistic living forest simulator, in IVR conditions for students in agriculture. Two signaling modalities, corresponding to two signaling levels, were investigated: visual flashing of forest elements (tree species, plants, flowers, fungi, wet-areas etc.) and marker-stones, both with text in pop-up windows, in a 2x2 experimental plan.MethodsNinety-three pupils of an agricultural technological high school had to explore (including physically), interrogate (search for) and select (using the joysticks) relevant elements of the forest in three living forest areas (visually delimited inside of a broader forest area) in order to choose (and justify) the best area, among the three, in which an equipped public-tourist reception site (picnic, resting, reception site) could be built. The chosen site must have the least possible negative impact on the ecosystem of the forest and its development over time. After their decision (and justification) they were provided a feed-back with a series of VR desktop multimedia slides showing the effect of this choice on the ecosystem of the chosen area. After the feed-back they had to decide and justify again whether they would change or maintain their first decision. Finally, subjective scales were also used in order to investigate presence, cognitive complexity, sickness and overall enjoyment.Results and discussionResults showed significant positive effects of both signaling levels, and of the feed-back on the correct decision answers. Further, the combination, and interaction, between signaling and feedback seemed to enhance, the activation and retrieval from memory, of the task-relevant concepts. In addition, the results indicated a significant positive effect (medium size) of presence on decision performances, a finding which is consistent with the immersion principle.

show abstract

“…In-depth descriptions of individual AR applications built to verify their viability in a range of industries are provided in several articles [2]. They present and evaluate the viability of using mixed reality (MR) to enhance the communication of safety issues on worksites through a holographic program that provides a collaborative setting through a head-mounted display (HMD) [30] in which others can view and interact [31]. Two tests provide an empirical comparison of 11 bare-handed, mid-air mode-switching approaches appropriate for virtual reality (VR); the first analyzes seven hand movements, both dominant and nondominant, and the second uses four methods to investigate the impact of using a dominant hand device for selection as well as other nuanced dominant-hand strategies [32].…”

Section: Manufacturing Data and Strategies For Visualization Enhancem...mentioning

confidence: 99%

Augmented Reality-Assisted Deep Reinforcement Learning-Based Model towards Industrial Training and Maintenance for NanoDrop Spectrophotometer

Alatawi,

Albalawi,

Shahata

et al. 2023

Sensors

View full text Add to dashboard Cite

The use of augmented reality (AR) technology is growing in the maintenance industry because it can improve efficiency and reduce costs by providing real-time guidance and instruction to workers during repairs and maintenance tasks. AR can also assist with equipment training and visualization, allowing users to explore the equipment’s internal structure and size. The adoption of AR in maintenance is expected to increase as hardware options expand and development costs decrease. To implement AR for job aids in mobile applications, 3D spatial information and equipment details must be addressed, and calibrated using image-based or object-based tracking, which is essential for integrating 3D models with physical components. The present paper suggests a system using AR-assisted deep reinforcement learning (RL)-based model for NanoDrop Spectrophotometer training and maintenance purposes that can be used for rapid repair procedures in the Industry 4.0 (I4.0) setting. The system uses a camera to detect the target asset via feature matching, tracking techniques, and 3D modeling. Once the detection is completed, AR technologies generate clear and easily understandable instructions for the maintenance operator’s device. According to the research findings, the model’s target technique resulted in a mean reward of 1.000 and a standard deviation of 0.000. This means that all the rewards that were obtained in the given task or environment were exactly the same. The fact that the reward standard deviation is 0.000 shows that there is no variability in the outcomes.

show abstract

Fostering science interests through head‐mounted displays

Cited by 9 publications

References 69 publications

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Immersive virtual reality for learning about ecosystems: effect of two signaling levels and feedback on action decisions

Augmented Reality-Assisted Deep Reinforcement Learning-Based Model towards Industrial Training and Maintenance for NanoDrop Spectrophotometer

Contact Info

Product

Resources

About