Higher-order thinking skills assessment in 3D virtual learning environments using motifs and expert data

Nowlan, Nuket; Arya, Ali; Qorbani, Hossain Samar; Abdinejad, Maryam

doi:10.1016/j.cexr.2023.100012

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…Inquiry-based learning stages can train algorithmic processing skills and implement this knowledge into programs. Based on a theoretical foundation by Nowlan et al (2023) stated that the ability of learning outcomes obtained is observed by students and is divided into three stages including cognitive, emotional, and psychomotor fields. Bloom's classification of cognitive behavior, classification of affective behavior, and classification of psychomotor behavior from learning outcomes in the cognitive domain is mastery of concepts, ideas, factual knowledge, and intellectual abilities.…”

Section: Literature Reviewmentioning

confidence: 99%

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Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

Susanti,

Tendra,

Siswati

et al. 2023

paperASIA

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This study aims to determine the effectiveness of using Virtual programming Lab software as a practicum tool in inquiry learning, collaboration, and increasing the ability of higher-order thinking skills (HOTS) students who take programming courses. Pseudo-experimental studies are designed with experimental and control groups. This research was attended by 35 first-semester students from the Pelita Indonesia Informatics Engineering Study Program. Quantitative methods are used to determine students' HOTS levels and their acceptance of the use of virtual programming labs as computer practicum tools. The data analysis technique used is the Kolmogrof Smirnov technique. For inquiry-based collaborative learning using 7 stages of learning. The effectiveness of virtual programming with collaborative inquiry learning through HOTS questions is tested with the N-gain test. Based on the findings, it is stated that virtual programming applications with collaborative inquiry learning in programming courses are quite effective in improving students' higher-order thinking skills with an average N Gain of 60%. The ability of students to do HOTS questions in C4, C5, and C6 has increased after post-tests in experimental classes.

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Section: Literature Reviewmentioning

confidence: 99%

“…Learning higher-order thinking skills includes three components of thinking: critical and creative thinking, problem-solving, and knowledge transfer. The Importance of higher-order thinking Skills (HOTS) to the demands of the 21st century (Nowlan et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

Susanti,

Tendra,

Siswati

et al. 2023

paperASIA

View full text Add to dashboard Cite

show abstract

“…Designing a realistic training experience for users to master target skills is crucial. To create a high‐quality, replicated training experience, the user perceives the training set as a natural job context (Lowell & Tagare, 2023). In the context of replicated experience with a training tool, fidelity is a design feature that attributes to the authenticity of task performance in the training set.…”

Section: Introductionmentioning

confidence: 99%

The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality‐based training simulation

Yang,

Park,

Ryu

2023

Brit J Educational Tech

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This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)‐based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high (most realistic: weight and tactile engagement), mid (tactile engagement without weight) and low (control group: only controller). The tasks were designed to reflect complexities with four working postures: no walking & standing up, no walking & bending over, walking & standing up and walking & bending over. Thirty‐six healthy undergraduate male students participated in the study. Participants were instructed to complete motor tasks accurately. Audio feedback (drill sound) and haptic feedback (vibration) were activated for three groups when the controller and a screw made contact. Each participant used all three fidelity controllers and repeated the four tasks in a counterbalanced order to account for order effects. The results of a one‐way repeated measures MANOVA indicated that two dimensions of task load were significantly different among the three physical fidelity conditions. Also, task completion time, inaccurate operation time and inaccurate counts were significantly shorter when four tasks were repeated. The study findings provide design implications for VR‐based training experiences for future workforce development. Practitioner notesWhat is already known about this topic VR training simulations offer immersive opportunities for skills development, creating interactive and visually appealing learning environments. VR training simulations employ VR controllers as interactive interfaces to enhance task performance in virtual environments. Consideration of physical fidelity is crucial to improve simulation realism and support realistic sensory input for user interaction and tool manipulation. High physical fidelity in VR training simulations enhances immersion, realism and task performance. What this paper adds We developed a VR controller that emulates the physical characteristics of a power tool, including weight and tactile feedback. We investigated the impact of different levels of physical fidelity on VR training simulation. This research demonstrates that the level of physical fidelity in VR training simulations influences learners' task load. Through multimodal data analysis, we examined learners' task load and performance during repeated power tool tasks, illustrating the relationship between physical fidelity and task load. Implications for practice and/or policy Our findings suggest that adjusting the physical fidelity of the VR controller effectively modulates the learner's task load in task complexity and perceptual strain. We emphasize the importance of repeated training supplemented with precise instructional guidance, such as the integration of visual cues, to enhance performance and promote skill development.

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Construction and Verification Study on the Hierarchical Model of Teacher–Student Interaction Evaluation for Smart Classroom

Ma,

Xie,

Wang

2024

Asia-Pacific Edu Res

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Higher-order thinking skills assessment in 3D virtual learning environments using motifs and expert data

Cited by 5 publications

References 24 publications

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality‐based training simulation

Construction and Verification Study on the Hierarchical Model of Teacher–Student Interaction Evaluation for Smart Classroom

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