ScienceVR: A Virtual Reality Framework for STEM Education, Simulation and Assessment

Qorbani, Hossain Samar; Arya, Ali; Nowlan, Nuke; Abdinejad, Maryam

doi:10.1109/aivr52153.2021.00060

Cited by 10 publications

(16 citation statements)

References 25 publications

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“…A recent study by Kuznetcova and colleagues [ 32 ] showed that VR intervention improved middle school students’ visuospatial self-efficacy. Another related study involving three comparison groups (i.e., VR, Desktop VR, and 2D) showed increased usability and learning outcomes for the immersive VR group as compared to the other groups [ 33 ]. Virtual reality training has also been used to promote spatial ability in older adults with mild cognitive impairment [ 34 ], allocentric space representations in young males [ 35 ], as well as spatial visualization and mental rotation in a controlled experiment [ 12 ].…”

Section: Literature Reviewmentioning

confidence: 99%

An Examination of the Effects of Virtual Reality Training on Spatial Visualization and Transfer of Learning

et al. 2023

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Spatial visualization ability (SVA) has been identified as a potential key factor for academic achievement and student retention in Science, Technology, Engineering, and Mathematics (STEM) in higher education, especially for engineering and related disciplines. Prior studies have shown that training using virtual reality (VR) has the potential to enhance learning through the use of more realistic and/or immersive experiences. The aim of this study was to investigate the effect of VR-based training using spatial visualization tasks on participant performance and mental workload using behavioral (i.e., time spent) and functional near infrared spectroscopy (fNIRS) brain-imaging-technology-derived measures. Data were collected from 10 first-year biomedical engineering students, who engaged with a custom-designed spatial visualization gaming application over a six-week training protocol consisting of tasks and procedures that varied in task load and spatial characteristics. Findings revealed significant small (Cohen’s d: 0.10) to large (Cohen’s d: 2.40) effects of task load and changes in the spatial characteristics of the task, such as orientation or position changes, on time spent and oxygenated hemoglobin (HbO) measures from all the prefrontal cortex (PFC) areas. Transfer had a large (d = 1.37) significant effect on time spent and HbO measures from right anterior medial PFC (AMPFC); while training had a moderate (d = 0.48) significant effect on time spent and HbR measures from left AMPFC. The findings from this study have important implications for VR training, research, and instructional design focusing on enhancing the learning, retention, and transfer of spatial skills within and across various VR-based training scenarios.

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Section: Literature Reviewmentioning

confidence: 99%

An Examination of the Effects of Virtual Reality Training on Spatial Visualization and Transfer of Learning

et al. 2023

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“…The five studies were preceded by a prestudy, in which we asked participants to create a group name and a creative team logo together. The prestudy enabled participants to familiarize themselves with and acclimate to the computermediated environment to be used during the main studies, something we considered particularly important for the usage of virtual-reality headsets in the metaverse setting (for a similar approach, see Qorbani et al, 2021). This approach should also minimize potential ordering effects due to unfamiliarity and insecurity with the headsets.…”

Section: A Series Of Five Studies: Timeline Settings and Study Designsmentioning

confidence: 99%

Social interactions in the metaverse: Framework, initial evidence, and research roadmap

Hennig‐Thurau

Aliman

Herting

et al. 2022

J. of the Acad. Mark. Sci.

127

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Real-time multisensory social interactions (RMSIs) between people are at the center of the metaverse, a new computer-mediated environment consisting of virtual “worlds” in which people act and communicate with each other in real-time via avatars. This research investigates whether RMSIs in the metaverse, when accessed through virtual-reality headsets, can generate more value for interactants in terms of interaction outcomes (interaction performance, evaluation, and emotional responses) than those on the two-dimensional (2D) internet (e.g., Zoom meetings). We combine theoretical logic with extensive field-experimental probes (which support the value-creation potential of the virtual-reality metaverse, but contradict its general superiority) to develop and refine a framework of how RMSIs in the metaverse versus on the 2D internet affect interaction outcomes through interactants’ intermediate conditions. The refined framework serves as foundation for a research roadmap on RMSIs in the metaverse, in which we highlight the critical roles of specific mediating and moderating forces along with interactional formats for future investigations of the metaverse and also name key business areas and societal challenges that deserve scholarly attention.

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“…Accessibility issues in VR and AR were identified as a noticeable study gap in several literature reviews over the past decade [4] [5][6] [7]. As the population of people with a disability grows [8][9] [10], there is a very limited pool of research addressing barriers for students with disabilities in science laboratories, or best practices for facilitating accessibility in the laboratory environment [11].…”

Section: Improving Accessibility Of Elevation Control In An Immersive...mentioning

confidence: 99%

Improving Accessibility of Elevation Control in an Immersive Virtual Environment

Qorbani

Abdinejad

Arya

et al. 2022

2022 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR)

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Despite the advances made in Virtual Reality (VR) technology, the design of VR experiences lacks sufficient focus on accessibility and inclusion as the primary requirements. These are especially important for STEM education, where engaging in experiential activities is essential. This study was conducted to investigate accessibility considerations in the design and development of Immersive VR (IVR) learning spaces for wheelchair users. The specific research question is: How can we make a VR system easier to interact with for wheelchair users needing vertical movement? A user study with thirty (30) participants in three groups was conducted: Group A (the control group, non-wheelchair users) who used natural body movement to interact with the environment, Group B (verification group, non-wheelchair users) who used software controls for accessibility, and Group C (wheelchair users) who used the same software accessibility feature. The results indicate that the accessibility feature enabled wheelchair users to complete the tasks requiring raising or lowering of the body, with almost similar levels of completion rate and accuracy.

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ScienceVR: A Virtual Reality Framework for STEM Education, Simulation and Assessment

Cited by 10 publications

References 25 publications

An Examination of the Effects of Virtual Reality Training on Spatial Visualization and Transfer of Learning

An Examination of the Effects of Virtual Reality Training on Spatial Visualization and Transfer of Learning

Social interactions in the metaverse: Framework, initial evidence, and research roadmap

Improving Accessibility of Elevation Control in an Immersive Virtual Environment

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