Mix Method Approach of Measuring VR as a Pedagogical Tool to Enhance Experimental Learning: Motivation from Literature Survey of Previous Study

Abstract

This research has been experimented on our previous literature review. Technological advancement has prevailed in the modern era from the 20th century. Artificial intelligence and virtual worlds have been created for rapid technological development. This paper is aimed at exploring the effect of virtual reality as a pedagogical tool for enhancing experiential learning among undergraduate students. Considering this, it was a mixed-methods study following the design of sequential exploratory–which includes qualitative followed by quantitative part. The targeted population was undergraduate students taking education programs from Public Sector Universities of Sindh. For the qualitative part, the sample of eight undergraduate students was interviewed for exploring their perceptions about virtual reality for enhancing experiential learning. The interviewed data were thematically analyzed, which revealed seven themes. For the quantitative part, emerged seven themes were used as constructs for developing the questionnaire. It was then used for quantitative data collection having excellent reliability. A sample of 80 students was taken, and data were collected by self-administration. The quantitative data were analyzed by descriptive as well as inferential statistics. Hence, the results found a statistically significant effect of virtual reality for enhancing experiential learning. However, user-friendliness ensures the applicability of virtual reality. Thus, it concluded that the implementation of virtual reality influences experiential learning enhancement. However, the implementation of virtual reality still depends upon the user-friendly nature of technology and virtual reality.

Role of Education, Training, and E-Learning in Sustainable Employment Generation and Social Empowerment in Saudi Arabia

“…Implementing the educational and learning approach of constructivism helps to bridge the gap in the skilled workforce [133,134]. Moreover, the students, as learners, assert their experiences and become connected with the outside world [105], constructing a sustainable society [42], leading to sustainable employment generation and social empowerment in Saudi Arabia.…”

“…The science of gaining knowledge (through ETL) and developing understanding, leading to constructivism, has a combined impact on socio-cultural development [33]. The constructivism theory asserts experience-based constructive learning, which stresses the direct experi-ence of acquiring knowledge, in which students get involved with the world by applying their perspectives [105]. The social constructivism theory emphasizes the students' active learning, in which students as the learners build their knowledge in a particular social connectedness, along with cultural development with real-world situations [41].…”

Factors Affecting Learners’ Adoption of an Educational Metaverse Platform: An Empirical Study Based on an Extended UTAUT Model

“…First, the immersion feature of VR/AR/MR can be helpful in improving learning efficiency since it allows learners to both mentally and emotionally engage in the simulated real-life situations [47,48]. In addition, since VR/AR/MR learning scenarios enable on-demand repetition, the immersive experiences can improve students' absorption and understanding of knowledge [46,49].…”

“…ird, the engagement feature of VR/AR/MR, referring to "the extent to which a learner applies a level of attention and curiosity to a situation to achieve a desirable result" [46], has been found to increase happiness, motivation, and longterm dedication [49]. In a study conducted by Marks and omas [51], they found that 71.5% of subjects reported enhanced learning performance when they used VR/AR for the first time.…”

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

“…Besides, a pedagogical experiment was also performed comprising of different steps, including pre-text, post-test, educational text, and questionnaire. This experiment is useful in determining the level of knowledge of the participants (Asad et al, 2022). Approximately 20 min were given to address the first section (pre-text), and overall 45 min to address other sections.…”