Lernen mit Virtual Reality: Chancen und Möglichkeiten der digitalen Aus- und Fortbildung

Buehler, Kai; Kohne, Andreas

doi:10.1007/978-3-662-59527-5_11

Cited by 5 publications

(7 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

“…A VR learning environment is a closed, threedimensional computer-based learning environment [5] The representation of this environment takes place by means of so-called VR glasses. These present the threedimensional computer-generated environment and hide the real world [5]. Therefore, VR technology offers learners a virtual classroom in which they can act proactively and become part of the learning experience themselves.…”

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

“…Learning from the first-person perspective promotes direct authenticity and immediate learning experience. Furthermore, tactile and auditory stimuli of VR technology create just-in-time feedback that allows learners to reflect on their own actions within the VR environment and thus induce learning success [5].…”

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

“…The ability to recreate any real situation virtually has yet another advantage. In VR, situations can be simulated that are too expensive or dangerous in reality [5].…”

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

“…Furthermore, practical training also benefits from the new technology. By providing immersive learning experiences, a wide variety of processes can be simulated realistically in a cost-effective and safe manner [5].…”

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

See 4 more Smart Citations

360 Degrees of Security: Can VR Increase the Sustainability of ISA Trainings?

Fertig¹,

Henkelmann²,

Schütz³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

What companies need are employees who have an appropriate level of information security awareness (ISA). This paper examined ways to increase existing ISA knowledge. The core of the work was to investigate the possibility of a more sustainable effect of knowledge enhancement in relation to ISA through virtual reality (VR). For this purpose, VR training and traditional video training were compared within a subject study. In order to create the most efficient video training possible, a qualitative literature research was first conducted on the topic of knowledge transfer in general. This was followed by the development of didactic guiding principles for an optimized learning video. Both training courses were then tested. Theoretically, a sustainable effect of increasing ISA knowledge through VR training has been proven. However, within the scope of the subject study, no sustainable increase in ISA knowledge can be proven through VR training in comparison to video training. Therefore, the didactic and immersive possibilities of VR technology need to be further explored in follow-up studies.

show abstract

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

“…The ability to recreate any real situation virtually has yet another advantage. In VR, situations can be simulated that are too expensive or dangerous in reality [5].…”

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

Section: Virtual Reality -A New Way To Learnmentioning

confidence: 99%

See 3 more Smart Citations

360 Degrees of Security: Can VR Increase the Sustainability of ISA Trainings?

Fertig¹,

Henkelmann²,

Schütz³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

show abstract

Der Arbeitsplatz der Zukunft

Mehrabi

2024

Moderne Unternehmensführung

View full text Add to dashboard Cite

How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments

Brucker,

Pardi,

Uehlin

et al. 2024

Educ Psychol Rev

View full text Add to dashboard Cite

Virtual reality (VR) applications are developing rapidly, becoming more and more affordable, and offer various advantages for learning contexts. Dynamic visualizations are generally suitable for depicting continuous processes (e.g., different movement patterns), and particularly dynamic virtual 3D-objects can provide different perspectives on the movements. The present study investigated through a low immersive (desktop “VR”, Study 1) and a high immersive virtual environment (immersive VR; Study 2) the effectiveness of different interaction formats to view 3D-objects from different perspectives. Participants controlled either the orientation of the 3D-objects (Study 1, mouse interaction; Study 2, hand interaction via VR controllers) or their viewpoint in relation to the 3D-objects (Study 1, camera position; Study 2, position of participants’ own body). Additionally, the moderating influence of learners’ visuospatial ability was addressed. Dependent variables were pictorial recognition (easy, medium, difficult), factual knowledge, presence, and motion sickness. Results showed that higher-visuospatial-ability learners outperformed lower-visuospatial-ability learners. In Study 1, higher-visuospatial-ability learners showed higher recognition performance (difficult items) by controlling the camera position, whereas lower-visuospatial-ability learners suffered from this interaction format. In Study 2, higher-visuospatial-ability learners achieved better recognition performance (easy items) by controlling the 3D-models, whereas lower-visuospatial-ability learners tended to profit from moving around the 3D-objects (medium items). The immersive VR yielded more presence and higher motion sickness. This study clearly shows that different interaction formats to view 3D-objects from multiple perspectives in Desktop-VR are not transferable on a one-to-one basis into immersive VR. The results and implications for the design of virtual learning environments are discussed.

show abstract

Lernen mit Virtual Reality: Chancen und Möglichkeiten der digitalen Aus- und Fortbildung

Cited by 5 publications

References 4 publications

360 Degrees of Security: Can VR Increase the Sustainability of ISA Trainings?

360 Degrees of Security: Can VR Increase the Sustainability of ISA Trainings?

Der Arbeitsplatz der Zukunft

How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments

Contact Info

Product

Resources

About