Implementing Virtual Reality in the Classroom: Envisaging Possibilities in stem Education

Cooper, Grant; Thong, Li Ping

doi:10.1163/9789004391413_005

Cited by 11 publications

(14 citation statements)

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“…In conjunction to this, spatial perception and cognition such as acquiring navigation and localization skills within a VR environment may be codified and represented as thirdperson symbolic experiences increasingly supporting and amplifying a sense of social and selfpresence [67,68] . Cooper and Thong highlights four distinctive elements of VR as an educational tool: (1) Experiencing as the ability of students to respond physically and emotionally to a range of stimuli, (2) Engagement as the multisensory experience that may enhance student's engagement, (3) Equitability as ways of responding to sameness and differences in schools and (4) Everywhere as offering exciting possibilities in relation to location, timeliness and how the learning process emerge [69] .…”

Section: Transcending Multimodal Teaching To Vr Technologymentioning

confidence: 99%

Multimodal teaching, learning and training in virtual reality: a review and case study

Philippe¹,

Souchet

Lameras

et al. 2020

Virtual Reality & Intelligent Hardware

119

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It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments.

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Section: Transcending Multimodal Teaching To Vr Technologymentioning

confidence: 99%

Multimodal teaching, learning and training in virtual reality: a review and case study

Philippe¹,

Souchet

Lameras

et al. 2020

Virtual Reality & Intelligent Hardware

119

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“…Testing and gaming are both known to enhance learning, regardless of whether VR is used to create these opportunities [11,12,14]. TrussVR © is aligned well with the philosophy of cognitive constructionists like Jean Piaget, wherein knowledge is actively constructed [4]. Similarly, the TrussVR © software embraces the principles of constructivist learning environments that feature authentic tasks and reflective practice [8,12].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

First Results From a Study on the Efficacy of Using Virtual Reality (Vr) to Teach Truss Mechanics

Banow

Maw

2019

PCEEA

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In 2018, the University of Saskatchewan’s College of Engineering established a Virtual Reality Teaching and Cloud-based Learning (or ViRTCL) lab featuring three high-performance HTC Vive Pro VR stations that will be used for day-to-day teaching and for pedagogical research. Also during 2018, we worked with local start-up Sprockety Ventures Inc to develop custom VR software (called TrussVR©) that is designed to help students learn about trusses. In the Fall term of 2018, a pilot study began to evaluate the learning efficacy of TrussVR©. This paper conveys the initial quantitative results of the pilot study. For this study, TrussVR© existed as a 3-module lab experience. The first module exposed students to various types of trusses, and allowed students to rapidly test the trusses with applied forces of their choice. The trusses “responded” by showing the qualities of their internal forces including intensities of compression and tension, as well as zero-force members (ZFMs). The second module consisted of two parts. The first showed the distribution of forces in the two-force members (2FMs) of a truss and asked students to apply an external load that would create those internal forces. The second did the reverse i.e. it displayed a truss and an external force and asked students to label the 2FMs with C (compression), T (tension), or Z (ZFM). The third module was a design module where students constructed a bridge truss and tested it. In September 2018, students were recruited from the first-year GE 124 Engineering Mechanics I (Statics) class to take part in a pilot study on TrussVR©. Ethics clearance had been granted by the Behavioural REB of the University of Saskatchewan. More than 160 students volunteered. They all completed a “pre-survey” before the lecture content on trusses began. The pre-survey explored issues of knowledge, skills, and attitudes as they pertained to trusses and VR. The study participants were then randomly divided into three groups: no truss lab, conventional truss lab (Pasco© construction set), and TrussVR© lab. During the time of the course when study non-participants completed the Pasco© lab, the study participants completed either no lab, the Pasco© lab, or the TrussVR© lab. After the lab sessions for trusses were completed, all study participants completed a “post-survey” that re-examined knowledge, skills, and attitudes towards trusses. Furthermore, exam marks of the study participants for truss and frame questions were examined for statistically significant differences. Finally, in mid-February, study participants redid the post-survey to examine any differences between conditions in shorter- and longer-term changes in knowledge, skills, and attitudes. Initial results focus on any statistically significant differences between pre, post, and distant-post results on the surveys, as well as on exams, between and within experimental groups. Given how the exams were marked, we were also able to look for patterns and differences in different sections of answers in addition to overall scores. We anticipated that there may be differences in attitudes towards trusses between the three experimental groups (no lab, Pasco© lab, TrussVR© lab). There may also be differences in skills and knowledge.

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“…The application of VR in education is supported by the VR Education Model, stating that VR has the potential to transform the learning environment. The VR Education Model is applied on a scenario to engage students in an experience to create an equitable environment with no limitations (Cooper & Thong, 2019). VR is thus used to create a teaching intervention for students to reflect on.…”

Section: Literature Reviewmentioning

confidence: 99%

Reflections on a virtual reality soft skills teaching intervention

Hill

Preez²

2022

8th International Conference on Higher Education Advances (HEAd'22)

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The paper analyses undergraduate finance students’ reflections on the impact of a VR soft skills teaching intervention and their understanding of the influence of soft skills on their future work environment. The contribution of the research can be found in the self-developed VR soft skills videos, the analyses of the reflections using the Pedler reflective framework and the findings that focus on the insights students gain through the teaching intervention. The research question is: What is the impact of the VR soft skills teaching intervention on the insights of undergraduate finance students when confronted by work-place scenarios? The findings of the study show that the students were able to reflect effectively using the Pedler reflective framework and to develop strategies of their responses to similar situations in future. The soft-skills teaching intervention is therefore an effective tool in developing the insights of students for their future.

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Implementing Virtual Reality in the Classroom: Envisaging Possibilities in stem Education

Cited by 11 publications

References 0 publications

Multimodal teaching, learning and training in virtual reality: a review and case study

Multimodal teaching, learning and training in virtual reality: a review and case study

First Results From a Study on the Efficacy of Using Virtual Reality (Vr) to Teach Truss Mechanics

Reflections on a virtual reality soft skills teaching intervention

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