MaroonVR—An Interactive and Immersive Virtual Reality Physics Laboratory

Pirker, Johanna; Holly, Michael; Lesjak, Isabel; Kopf, Johannes; Gütl, Christian

doi:10.1007/978-981-13-8265-9_11

Cited by 14 publications

(4 citation statements)

References 49 publications

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“…They found that the VR lessons yielded a high level of enjoyment and perceived usefulness. Pirker Holly Lesjak Kopf and Gütl (2019) implemented a VR‐based virtual laboratory of physics. This VR environment enabled students to implement multiple physics experiments (eg, falling coil experiment and Van de Graaff Generator).…”

Section: Literature Reviewmentioning

confidence: 99%

Automatic assessment of cognitive and emotional states in virtual reality‐based flexibility training for four adolescents with autism

Moon¹,

Ke²,

Sokolikj³

2020

Brit J Educational Tech

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Tracking students’ learning states to provide tailored learner support is a critical element of an adaptive learning system. This study explores how an automatic assessment is capable of tracking learners’ cognitive and emotional states during virtual reality (VR)‐based representational‐flexibility training. This VR‐based training program aims to promote the flexibility of adolescents with autism spectrum disorder (ASD) in interpreting, selecting and creating multimodal representations during STEM‐related design problem solving. For the automatic assessment, we used both natural language processing (NLP) and machine‐learning techniques to develop a multi‐label classification model. We then trained the model with the data from a total of audio‐ and video‐recorded 66 training sessions of four adolescents with ASD. To validate the model, we implemented both k‐fold cross‐validations and the manual evaluations by expert reviewers. The study finding suggests the feasibility of implementing the NLP and machine‐learning driven automatic assessment to track and assess the cognitive and emotional states of individuals with ASD during VR‐based flexibility training. The study finding also denotes the importance and viability of providing adaptive supports to maintain learners’ cognitive and affective engagement in a highly interactive digital learning environment.

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Section: Literature Reviewmentioning

confidence: 99%

Automatic assessment of cognitive and emotional states in virtual reality‐based flexibility training for four adolescents with autism

Moon¹,

Ke²,

Sokolikj³

2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…As a result, educators and researchers have been using emerging technologies to address this concern. Both visualization and VR have been integrated into technology-based learning approaches to facilitate authentic scientic knowledge transmission [86] and promote students' learning interests [83,102]. Based on the theory of distributed cognition [42], educational technologies can serve as an extension of the human mind, supporting an individual's sense-making.…”

Section: Introductionmentioning

confidence: 99%

“…In recent years, scholars have investigated how VR enhances learning in various disciplines, including physics [86,90,110], medicine [70,83], chemistry [19,29], engineering [27,59], linguistics [10,28,105], and many others. However, a comprehensive investigation into the instructional eectiveness of VR on undergraduate biology laboratory education has yet to be done.…”

Section: Introductionmentioning

confidence: 99%

From Artifacts to Outcomes: Comparison of HMD VR, Desktop, and Slides Lectures for Food Microbiology Laboratory Instruction

Xue

Guo

Yao

et al. 2023

Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems

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Despite the value of VR (Virtual Reality) for educational purposes, the instructional power of VR in Biology Laboratory education remains under-explored. Laboratory lectures can be challenging due to students' low motivation to learn abstract scientic concepts and low retention rate. Therefore, we designed a VR-based lecture on fermentation and compared its eectiveness with lectures using PowerPoint slides and a desktop application. Grounded in the theory of distributed cognition and motivational theories, our study examined how learning happens in each condition from students' learning outcomes, behaviors, and perceptions. Our result indicates that VR facilitates students' long-term retention to learn by cultivating their longer visual attention and fostering a higher sense of immersion, though students' short-term retention remains the same across all conditions. This study extends current research on VR studies by identifying the characteristics of each teaching artifact and providing design implications for integrating VR technology into higher education.

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“…Previous research has been conducted by Bakri, Sumardani and Muliyati (2019), Bogusevschi, Muntean and Muntean (2020), Dimitrienko and Gubareva (2018), Liu, Liu and Wang (2019), Pirker, Holly, Lesjak, Kopf andGütl (2019), Sannikov, Zhdanov, Chebotarev andRabinovich (2015)and Thees, Kapp, Strzys., Beil, Lukowicz and Kuhn (2020) have implemented physics learning media based on 3D visualization in the form of augmented reality and virtual reality. However, when implemented in online learning, the weakness of this media is expensive and requires too many devices to display the visualization.…”

Section: Introductionmentioning

confidence: 99%

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

Prahanı

Rizki

Nisa

et al. 2022

J. Technol. Sci. Educ.

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The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students' low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students' physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of content and constructs. According to statistical test results, this learning instrument is also effective in improving students' problem-solving skills on magnetic field subjects. Furthermore, the student's response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students' physics problem-solving skills, especially during the online learning period.

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MaroonVR—An Interactive and Immersive Virtual Reality Physics Laboratory

Cited by 14 publications

References 49 publications

Automatic assessment of cognitive and emotional states in virtual reality‐based flexibility training for four adolescents with autism

Automatic assessment of cognitive and emotional states in virtual reality‐based flexibility training for four adolescents with autism

From Artifacts to Outcomes: Comparison of HMD VR, Desktop, and Slides Lectures for Food Microbiology Laboratory Instruction

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

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