Purposive Game Production in Educational Setup: Investigating Team Collaboration in Virtual Reality

Timcenko, Olga; Kofoed, Lise Busk; Schoenau-Fog, Henrik; Reng, Lars

doi:10.1007/978-3-319-58753-0_29

Cited by 6 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a recent study, HMD VR has been involved in innovating new methods and pedagogies for motivating young persons to choose STEM careers. Relevant cases include using colorful VR constructional models to motivate high‐school and undergraduate students' interest in civil engineering [14] and using purposive VR game production to motivate senior students to pursue STEM careers [66].…”

Section: Resultsmentioning

confidence: 99%

“…Figure 3 shows the data collection methods used in these evaluations. Common qualitative methods included behavioral observation in real time [4,21,49,61,69] or with video recording software [56,60], interviews and focus groups [21,25,26,42,43,49,60], open questions in survey [7,8,41,57,61], and case studies [59,66]. Quantitative data tended to include task completion time [5,8,23,41,43‐45], survey ratings [1,3,4,6‐9,14,23,33,41,44,47,49,51,64,69], and exam scores [2,23,43,45,49,51,56,58] to assess participants' performance and the effectiveness of HMD VR systems.…”

Section: Resultsmentioning

confidence: 99%

“…Many evaluations reported only descriptive statistics [1,2,4,5,9,14,23,43‐45,57]. Other data analytic methods included t ‐test and χ 2 test [6,33,64], analyses of variance (ANOVAs) or multivariate ANOVAs (MANOVAs) [49,56], correlation analysis [56], regression [61], content analysis [25,49], video, or observation analysis [56,59,63,66,69]. Due to relaxed sample size requirements, two evaluations reported Mann–Whitney U tests in group comparisons [8,41].…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Head‐mounted display‐based virtual reality systems in engineering education: A review of recent research

Huang

Roscoe

2021

Comp Applic In Engineering

View full text Add to dashboard Cite

Engineering education refers to developing an understanding of the principles, methods, and ways of thinking that underlie engineering, and preparing students and engineers for productive engineering careers. The purpose of this review is to explore how head‐mounted display‐based virtual reality (HMD VR) can contribute to these goals. Historically, engineering has not been a focus for VR in education. However, recent technical advances and decreasing prices are driving a growing public interest in applying HMD VR in this field. This article reviews 47 publications on this topic, primarily appearing from 2015 to May of 2020. The literature reveals that engineering researchers and instructors have broadly explored the potential of HMD VR in organized engineering instruction and training. However, rigorous evaluation appears to be somewhat lacking in the reviewed research, and most studies are conducted in a small‐scale laboratory setting. Nonetheless, HMD VR seems to be able to motivate students to learn and it is perceived to be useful in engineering education. Researchers are recommended to explore the methods of using HMD VR to facilitate lifelong learning, especially for the retraining and re‐employment of engineers who seek to change careers or collaborate with researchers in different disciplines. Engineering instructors may benefit from professional development that focuses on student‐centered pedagogies and skills attuned to the latest HMD VR systems.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Head‐mounted display‐based virtual reality systems in engineering education: A review of recent research

Huang

Roscoe

2021

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…A virtual environment that focused on team building may have included some or all of the following: (a) The practice of technical and/or non-technical skills in groups of trainees so that they achieve proficiency in a skill before the real procedure is performed (Rudarakanchana et al, 2015), (b) The promotion of team collaboration during production and planning. An example of immersive VR being implemented with purpose focused on team building would be the team collaboration in game design curriculum as reported by Timcenko et al (2017).…”

Section: Team Buildingmentioning

confidence: 99%

“…Full-course programs that prefer to feature student-developed immersive VR programs could either be: Simple-Videos adapted into 360-degree format for mobile phone VR by using GoPro cameras with their videos merged into a single equirectangular video by Kolor Video Pro and Giga software (Harrington et al, 2018), or Advanced-Software creation as an immersive VR program for consumer based HMDs, developed by a graphics rendering engine (Timcenko et al, 2017). It is possible for an immersive VR program to be programmed so that it can switch between HMD VR and desktop PC controls, which would allow for users who are sensitive to simulator sickness to have access to a nonimmersive alternative.…”

Section: Curricular Recommendationsmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

View full text Add to dashboard Cite

Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

show abstract

Developing Production-Oriented, Problem-Based and Project-Work Courses - The Case of Game Development in a Video Conference Setting

Schoenau-Fog¹,

Kofoed²,

Kristensen³

et al. 2019

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

View full text Add to dashboard Cite

Purposive Game Production in Educational Setup: Investigating Team Collaboration in Virtual Reality

Cited by 6 publications

References 4 publications

Head‐mounted display‐based virtual reality systems in engineering education: A review of recent research

Head‐mounted display‐based virtual reality systems in engineering education: A review of recent research

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Developing Production-Oriented, Problem-Based and Project-Work Courses - The Case of Game Development in a Video Conference Setting

Contact Info

Product

Resources

About