Immersive technologies as an innovative tool to increase academic success and motivation in higher education

Sviridova, Ekaterina; Yastrebova, Elena; Bakirova, Gulmira; Rebrina, Fayruza

doi:10.3389/feduc.2023.1192760

Cited by 6 publications

(3 citation statements)

References 46 publications

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“…Almufarreh [47] explored the significance of mixed reality environment in fostering learning experience of students and their academic achievement by applying quantitative research design and revealed significant positive results in favour of mixed reality-based on experiential learning and interactivity. Sviridova et al [48] conducted an experimental study to gain understanding about immersive technologies as a medium to develop academic success and learning motivation of students studying in higher educational institutions and revealed effectiveness of immersive technologies at university level.…”

Section: Effectiveness Of Immersive Learning Environmentsmentioning

confidence: 99%

Immersive Learning Environments in Education: Application, Effect and Challenges

Meher,

Meher

2024

AJESS

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The objectives of the present study are to search and critically analyse the immersive learning environments; and deriving the applications and effects of immersive learning environment in education with suitable examples by supporting empirical evidences. Based on the objectives and limitations of the present study, important research questions for critical analysis are formulated. The “Substitution Augmentation Modification Redefinition Model” (SAMR) of Dr Ruben Puentedura was used as the theoretical framework. The study is review-based and analytical in nature, where related literatures regarding the uses, effects and challenges of immersive learning environments in education in present and futuristic perspectives. Both inclusion and exclusion criteria were followed. From the intensive literature review regarding the immersive learning environments widely used in educational setting, the four important aspects were found, viz. immersive learning, virtual reality, augmented reality and mixed reality. The results revealed that ILEs have wide educational effects like providing learning autonomy, increasing attention, providing permanent learning, self-regulated learning, active participation, increasing comprehension of lesson, providing in-depth learning etc. in terms of cognitive effects. ILEs have some affective effects of students like satisfaction, fun, curiosity, enjoyable, interesting, exciting, motivating etc. After the critical analysis of the immersive learning environment systems used in education, game-based learning, project-based learning, experiential learning, collaborative learning etc. were found to be most frequently used. So far as its implementation part is concerned, some sorts of challenges have been noticed in research studies i.e., difficulty in understanding, technical problems, insufficient instruction, limited time, and health problems. Suggestions for further research were provided.

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Section: Effectiveness Of Immersive Learning Environmentsmentioning

confidence: 99%

Immersive Learning Environments in Education: Application, Effect and Challenges

Meher,

Meher

2024

AJESS

View full text Add to dashboard Cite

show abstract

“…Consequently, the field of virtual learning is rapidly developing, and little research is currently available to support the efficacy and efficiency of these new virtual and highly immersive learning tools, especially in the field of biotechnology. Among the available literature, there is agreement in stating that immersive virtual reality can increase interest in science, self-efficacy, enjoyment, intrinsic motivation, and engagement (Parong and Mayer, 2018;Makransky et al, 2020;Sviridova et al, 2023). On the contrary, the results regarding learning outcomes are contradictory.…”

Section: Introductionmentioning

confidence: 99%

“…On the contrary, the results regarding learning outcomes are contradictory. Some studies found that immersive VR technologies are equivalent in conveying basic knowledge when compared to conventional learning methods (Makransky et al, 2019a;Sviridova et al, 2023), while other authors found that students who joined the VR approach in place of the conventional method performed worse than the control group (Parong and Mayer, 2018;Makransky et al, 2019c). The latter suggested that this outcome was due to the significant presence of non-essential visual stimuli in VR simulations, which distracted the learner from the essential content and increased the overall cognitive load (Makransky et al, 2019c;Chan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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

Beatrice,

Grimaldi,

Bonometti

et al. 2024

Front. Educ.

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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.

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Effects and acceptability of virtual reality to facilitate mindfulness practice in university students

Modrego-Alarcón,

Morillo,

Campos

et al. 2023

J Comput High Educ

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Mindfulness practices have proven to be effective for improving the mental health of many populations, including university students. However, these practices can be challenging for naive meditators. Virtual reality (VR) can create virtual scenarios that facilitate the practice of mindfulness. This study presents secondary data from a randomized controlled trial on the effects and acceptability of mindfulness-based VR environments conducted with a sample of university students. Specifically, it involved a single condition (n = 93) receiving an intervention that comprised six short mindfulness sessions in VR. Measurements were taken of participants’ state mindfulness and emotional state immediately before and after the implementation of each VR environment. Sense of presence was measured subsequent to each VR environment. Furthermore, participants were asked to rate their expectations for at baseline and satisfaction with the experience after the intervention. Participants significantly improved both state mindfulness and emotional states, and they reported a moderate-to-strong sense of presence in each of the VR environments. Moreover, participants reported high expectation and satisfaction scores for the intervention. This study shows the potential of VR in mindfulness, although there is a need for more research in this area and, in particular, more sophisticated trial designs.

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Immersive technologies as an innovative tool to increase academic success and motivation in higher education

Cited by 6 publications

References 46 publications

Immersive Learning Environments in Education: Application, Effect and Challenges

Immersive Learning Environments in Education: Application, Effect and Challenges

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

Effects and acceptability of virtual reality to facilitate mindfulness practice in university students

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