Perceptions of the use of virtual reality games for chemical engineering education and professional training

Udeozor, Chioma; Toyoda, Ryo; Abegão, Fernando Russo; Glassey, Jarka

doi:10.1080/23752696.2021.1951615

Cited by 34 publications

(22 citation statements)

References 50 publications

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“…They have shown themselves most clearly in the field of professional training of specialists in various industries (engineering specialties, workers in chemical, mechanical engineering, transport, mining, etc. ), where trainees need a large amount of practical and laboratory classes to develop the required level of competencies (Hu-Au and Lee 2017 ; Likitweerawong and Palee 2018 ; Udeozor et al 2021 ). Under the conditions of pandemic restrictions, it was not possible to provide the necessary conditions for conducting such a form of training (Goh and Sandars 2020 ).…”

Section: Introductionmentioning

confidence: 99%

The study of virtual reality influence on the process of professional training of miners

et al. 2022

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Virtual reality technologies are actively applied for the organization of professional training in various industries, as well as in distance learning. However, numerous studies show the presence of a large number of negative factors that limit the effectiveness of using these technologies (united by the concept of "cybersickness"). The study, identification and reduction in the influence of these negative factors will increase the immersiveness and quality of the professional training process. Within the framework of this study, several hypotheses have been put forward regarding the negative and positive impact of VR technologies on the process of professional training, the coal and mining industry has been chosen as the subject area. Thus, the problem of effective training of miners for activities in regular and emergency situations is considered, in the latter case, VR technologies would allow forming the necessary set of skills and knowledge about actions in emergency situations. To confirm the declared hypotheses, an experimental group of 30 people was formed, corresponding to the trained miners by age characteristics. Based on the analysis, a list of quantitative and qualitative metrics for evaluating interaction with virtual reality was formed, the software of virtual scenes for two tasks (moving simple objects and a set of exercises in a virtual mine) was developed. The experimental group repeatedly performed these exercises, which allowed us to analyze the dynamics of changes in the average values of quantitative and qualitative metrics. The data obtained were processed by statistical tests (Shapiro–Wilk, Kruskal–Wallis, Mann–Whitney), which allowed us to assess the impact of the selected configurations (with and without VR) and the number of attempts on the selected metrics. The obtained results partially or completely confirmed the declared hypotheses and allowed us to form a list of recommendations for the organization of high-quality professional training using virtual reality technologies. Supplementary Information The online version contains supplementary material available at 10.1007/s10055-022-00687-7.

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Section: Introductionmentioning

confidence: 99%

The study of virtual reality influence on the process of professional training of miners

et al. 2022

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“…The growing interest in DGBL has led to several studies investigating the perceptions of students towards games for learning. The outcomes of these studies have generally been positive, with the majority of students agreeing that games enhance learning (Bolliger et al, 2015;Sevim-Cirak & Yıldırım, 2020;Thanasi-Boc¸e, 2020;Udeozor, Toyoda, et al, 2021). Yue and Tze (2015) found that 58% of university students who took part in the study agreed or strongly agreed that digital games are viable teaching tools for improving learning experiences.…”

Section: Perceptions and Performance Of Students In Digital Game-base...mentioning

confidence: 98%

“…81% of the 222 participants who took part in the study by Bolliger et al (2015) agreed that games offer the opportunity to experiment with knowledge, with only 11 out of 175 responders reporting not seeing any pedagogical advantage of digital games for English language learning. A recent study with engineering students showed that students believe that digital games would be effective for engineering education and that students were willing to adopt games for learning (Udeozor, Toyoda, et al, 2021). These outcomes are not particular to students in higher education alone.…”

Section: Perceptions and Performance Of Students In Digital Game-based Learningmentioning

confidence: 99%

An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game

Udeozor

Abegão

Glassey

2021

Journal of Educational Computing Research

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The growing interest in the use of digital games for education resulted in the expansion of the field of game-based learning. There have been several research on the perceptions and attitudes of students towards the use of games for learning. These studies have tried to understand what students make of the use of digital games for learning, as it is believed that the views of users and their acceptance of new technologies play a crucial role in ensuring successful outcomes. However, it is unclear whether there is any relationship between experiences, perceptions towards games and gameplay performance in a learning game. Understanding this relationship is important for game developers to effectively design and develop games, and for educators to be able to determine how to best deploy games for educational purposes. This study examines how the experiences and perceptions of engineering students towards digital games for engineering education influence their use and performance in a serious game called CosmiClean. Findings suggest that while students are enthusiastic about digital learning games, there was no relationship between their perceptions of games for learning and their gameplay performance. However, a relationship was found between the game experiences of students and their gameplay performance.

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“…Udeozor et al conducted a study to present and contrast the perceptions of chemical engineering students and chemical engineering professionals toward immersive virtual realitybased games for education. 55 The study included 27 chemical engineering students and 89 professionals from the industry. Behavior intention to use VR was higher for professionals than students.…”

Section: Vr Applications In Chemical Safetymentioning

confidence: 99%

Review of Virtual Reality (VR) Applications To Enhance Chemical Safety: From Students to Plant Operators

Srinivasan

Iqbal

Shahab

2022

ACS Chem. Health Saf.

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Human performance is critical to ensure safety and health in hazardous chemical settings, wherein the majority of the accidents have been attributed to human error. As a result, both industry and academia have been concerned about the efficacy of knowledge and skill transfer. Virtual reality (VR) technology is gaining attention as a way to improve human performance. In this paper, we review the literature on the applications of VR to chemical safety in laboratories and industries. Our review reveals that VR offers much potential for training lab users and plant operators as well as for bridging the theoretical knowledge–practical skills gap. However, there is a need to develop systematic approaches to measure the effectiveness in achieving the desired training outcomes. Therefore, in this paper, we discuss the best practices for VR-based training. We also stress the need to incorporate physiological sensors into the VR environment.

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Perceptions of the use of virtual reality games for chemical engineering education and professional training

Cited by 34 publications

References 50 publications

The study of virtual reality influence on the process of professional training of miners

The study of virtual reality influence on the process of professional training of miners

An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game

Review of Virtual Reality (VR) Applications To Enhance Chemical Safety: From Students to Plant Operators

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