Immersive Virtual Reality (IVR) in Higher Education: Development and Implementation

Hodgson, Paula; Lee, Vivian; Chan, Johnson C. S.; Fong, Agnes; Tang, Cindi S. Y.; Chan, Leo Ka Yu; Wong, Cheuk‐Yin

doi:10.1007/978-3-030-06246-0_12

Cited by 57 publications

(28 citation statements)

References 23 publications

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“…The authors conclude that more empirical studies in this field are necessary to highlight the advantages of VR. Indeed, the research community focused mostly on non-immersive educational experiences [11,29], by studying learning in multi-user online "virtual worlds" such as Second Life as examples of VR technologies even though these were experienced through regular computer screens and systems [12,21,25,35], or 360°videos experienced through VR headsets [17]. Although in a broader sense any kind of environment created through computer graphics could be defined as an example of a "virtual reality", with this work we want to stress the difference between the use of non-immersive or semiimmersive VR technologies and the novelty of using immersive VR technologies as enabled by the use of HMDs to support "VR contact teaching" in EVEs, as demonstrated in this work.…”

Section: Related Workmentioning

confidence: 99%

LIVE: the Human Role in Learning in Immersive Virtual Environments

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Speicher

Molnar

et al. 2019

Symposium on Spatial User Interaction

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This work studies the role of a human instructor within an immersive VR lesson. Our system allows the instructor to perform "contact teaching" by demonstrating concepts through interaction with the environment, and the student to experiment with interaction prompts. We conducted a between-subjects user study with two groups of students: one experienced the VR lesson while immersed together with an instructor; the other experienced the same contents demonstrated through animation sequences simulating the actions that the instructor would take. Results show that the Two-User version received significantly higher scores than the Single-User version in terms of overall preference, clarity, and helpfulness of the explanations. When immersed together with an instructor, users were more inclined to engage and progress further with the interaction prompts, than when the instructor was absent. Based on the analysis of videos and interviews, we identified design recommendations for future immersive VR educational experiences. CCS CONCEPTS • Human-centered computing → Virtual reality; • Applied computing → Interactive learning environments.

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Section: Related Workmentioning

confidence: 99%

LIVE: the Human Role in Learning in Immersive Virtual Environments

Simeone

Speicher

Molnar

et al. 2019

Symposium on Spatial User Interaction

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“…As remarks, the economic viability of VR has tackled one of the main entry barriers to adopting the technology. And secondly, academic research into the potential benefits of I-VR in education starts to expand, as well as its applied use in pedagogical settings (Hodgson et al 2019). One of VR's most important contributions to education is that it has allowed students to repeatedly practice complex and demanding tasks in a safe environment.…”

Section: Introductionmentioning

confidence: 99%

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

et al. 2020

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The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using headmounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI

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“…The latest advances in the field of VR are related to the users' immersion in the virtual environment [26][27][28][29], which is known as immersive virtual reality (IVR). However, such technology has not yet reached higher education and only a few isolated examples exist to date.…”

Section: Introductionmentioning

confidence: 99%

Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

et al. 2019

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The increasing dissemination of virtual reality learning environments (VRLEs) compels the elucidation of how these didactic tools can improve their effectiveness at the formative level. The motivation generated in students by a VRLE is revealed as a key factor in achieving meaningful learning, but such a motivation by itself alone does not guarantee the long-term retention of knowledge. To identify the necessary characteristics of a VRLE to achieve an appropriate level of meaningful learning, this paper compares a set of VRLEs created in previous years with a group of recently developed VRLEs, after being used by engineering students. A description of the design process of the both VRLEs groups is included in this paper. Most significantly, analysis of the response of a total of 103 students in a specific survey reveals how a step-by-step protocol system helped improve students' knowledge and retention after one year of using a VRLE. Thus, this study not only demonstrates the importance of using modern development engines when creating or updating a VRLE to achieve student motivation, but also justifies in many cases the use of a step-by-step protocol as a method to improve the long-term retention of knowledge.

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Immersive Virtual Reality (IVR) in Higher Education: Development and Implementation

Cited by 57 publications

References 23 publications

LIVE: the Human Role in Learning in Immersive Virtual Environments

LIVE: the Human Role in Learning in Immersive Virtual Environments

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

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