Iterative user and expert feedback in the design of an educational virtual reality biology game

Wang, Annie; Thompson, Meredith; Roy, Dan; Pan, Katharine; Perry, Judy; Tan, Philip; Eberhart, Rik; Klopfer, Eric

doi:10.1080/10494820.2019.1678489

Cited by 18 publications

(16 citation statements)

References 39 publications

(26 reference statements)

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“…ESD methodology and STEM teaching share certain similarities: according to Ahel and Lingenau [23] for example both promote problem-solving and cooperative learning strategies to enable learners to tackle future problems. Studies on digital STEM teaching cover a variety of approaches: comparing synchronous and asynchronous approaches, incorporating VR (Virtual Reality) and AR (Augmented Reality) elements, and mobile learning with specific apps and games to name just a few [24][25][26][27]. Thompson et al [28] point out that problem-solving skills are more difficult to train when taught online.…”

Section: Digital Learning and Esdmentioning

confidence: 99%

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

2021

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Promoting sustainable lifestyles through Education for Sustainable Development (ESD) is part of the UN’s Agenda 2030. Earlier empirical studies proved direct interactions with and in natural environments to be effective ESD methods. Pandemic-related lockdowns rendered such courses nearly impossible, which raised concerns about achieving the Sustainable Development Goals (SDGs) in general. To evaluate what young learners know about the concept sustainability so far and how it can be taught effectively online, we designed an online learning module tackling sustainability issues and compared it with data from an on-site intervention module for Bavarian 5th graders (~ 10 years old). Cognitive learning as well as attitudinal preferences of 288 learners were monitored in a pretest–posttest design. The learning module comprised two sections: One about botany, plant characteristics, and plant families; the other about the advantages and disadvantages of traditional as well as sustainable farming methods. The customized cognitive test and semantic differentials for sustainability and environmental protection produced three major findings: (1) A digital learning environment successfully and significantly increased sustainability knowledge (2) Learners clearly distinguished the concepts Sustainability and Environmental Protection (3) There is no direct correlation between semantic differential scores and learning outcome.

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Section: Digital Learning and Esdmentioning

confidence: 99%

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

2021

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“…Using feedback from subject matter experts, we iteratively redesigned the cellular environment to reflect cutting-edge research on cell internal structure. We also incorporated ongoing research using databases and resources designed for scientists --for example, the biological quantitative database B1onumb3rs (Wang et al, 2019) in order to provide an accurate presentation of the relative size of organelles and the density of organelles and proteins within the cell.…”

Section: Authenticity Interactivity and Collaboration Authenticitymentioning

confidence: 99%

“…The Navigator is equipped with a touchscreen tablet interface that provides a limited "bird's-eye" view of the same cellular environment. The Explorer and Navigator have to combine their complementary roles and resources in order to accomplish their task, creating positive interdependence between the users (Thompson et al, 2019).…”

Section: Collaborative Learning In Virtual Reality and Cellversementioning

confidence: 99%

“…Moreover, we approach game development through a framework of Design-based Research, or DBR (Ameel & Reeves, 2008;Sandoval & Bell, 2004). Ongoing user testing, studies with various types of users, and reviews by subject matter experts have enabled us to collect valuable qualitative and quantitative data that have enhanced our understanding of how to incorporate authenticity, interactivity, and collaboration in VR learning games (Thompson et al, 2018b;Wang et al, 2019;Thompson et al, 2020;Uz Bilgin, Anteneh, & Thompson, 2020;Wang, 2020;Uz Bilgin, Anteneh, & Thompson, 2021;.…”

Section: Introductionmentioning

confidence: 99%

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Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

Wang¹,

Thompson²,

Uz-Bilgin³

et al. 2021

Front. Virtual Real.

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Virtual reality has become an increasingly important topic in the field of education research, going from a tool of interest to a tool of practice. In this paper, we document and summarize the studies associated with our 4-year design project, Collaborative Learning Environments in Virtual Reality (CLEVR). Our goal is to share the lessons we gleaned from the design and development of the game so that others may learn from our experiences as they are designing, developing, and testing VR for learning. We translate “lessons learned” from our user studies into “best practices” when developing authentic, interactive, and collaborative experiences in VR. We learned that authentic representations can enhance learning in virtual environments but come at a cost of increased time and resources in development. Interactive experiences can motivate learning and enable users to understand spatial relationships in ways that two dimensional representations cannot. Collaboration in VR can be used to alleviate some of the cognitive load inherent in VR environments, and VR can serve as a context for collaborative problem solving with the appropriate distribution of roles and resources. The paper concludes with a summation of best practices intended to inform future VR designers and researchers.

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“…From a VR system design standpoint, the relationship between learning content and choice of design elements plays a central role in supporting VR-based learning (Radianti et al, 2020), providing a detailed overview of suitable design elements, such as moving around and realistic surrounding to train for procedural practical knowledge. Similarly, the integration of peer assessment (Chang et al, 2020) and iterative feedback from users and experts (Wang et al, 2019) in the VR system design have also been proposed as ways to improve VR-learning systems. Consequently, this research takes guidance from the presented literature to develop an immersive and versatile VR industrial training system.…”

Section: Challenges Of Designing Virtual Learning Environmentsmentioning

confidence: 99%

Ready, trainer … one*! discovering the entanglement of adaptive learning with virtual reality in industrial training: a case study

Abbas

Martinetti

Nizamis

et al. 2021

Interactive Learning Environments

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In response to the industrial world becoming more complex and the recent social distancing caused by the COVID-19 outbreak, emerging technologies such as Virtual Reality (VR) are gaining importance for industrial training. The novelty, however, does not lie in the sole use of VR-based technology but rather in its adaptive and flexible nature. This paper explores the synergy between VR environments and adaptivebased learning and tests the proposed approach in the railway sector. An iterative co-design approach is adopted to develop a VR-based training system for educating train conductors. The developed system is validated with ten conductors, where their learning preference, learning outcome, and learning performance were assessed. The results show an increase in individual motivation and perceived usefulness for the developed VR-based training system, demonstrating a higher learning preference, in comparison to the currently used physical simulator. Similarly, the results outline a knowledge gain in two out of six key knowledge subjects for conductor education and indicate that time improvements per exercise are needed to meet organizational performance goals. Consequently, this research presents an attractive alternative to costly and product-specific physical simulators and offers three strategic managerial implications opening new opportunities for using VR in developing learning training programmes.

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Iterative user and expert feedback in the design of an educational virtual reality biology game

Cited by 18 publications

References 39 publications

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

Ready, trainer … one*! discovering the entanglement of adaptive learning with virtual reality in industrial training: a case study

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