Simulation of Atmosphere in Trowulan during the Golden Era of Majapahit Using Virtual Reality

Kusuma, Daniel; Adipranata, Rudy; Erandaru,

doi:10.1109/icsiit.2017.61

Cited by 3 publications

(2 citation statements)

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“…In the field of social studies, scholars have claimed the possibilities of using VR for learning but empirical research examining students’ learning impact has not been reported. For instance, Kusuma, Adipranata, and Erandaru (2017) created a historical kingdom of Majapahit using Google Cardboard in order to attract students’ interest in learning more about the history of Majapahit. The researchers shared the system design process and tested the system's effectiveness, but how the system was used with learners was not presented.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The three-dimensional and immersive environments created by advanced VR technology can provide unique and engaging learning experiences that traditional learning resources (e.g., videos, books) cannot provide (Araiza-Alba et al, 2022). In particular, the use of VR in a social studies lesson has the possibility to create authentic learning environments where students interact with historical figures or explore historical events, potentially helping students better learn the historical concept of the time period that they are being studied (Kusuma, Adipranata, & Erandaru;2017;Zhang, 2019). The integration of VR can also help students develop historical empathy by allowing students to see and experience the lives of historical figures in 3D environments (Sweeney, Newbill, Ogle, & Terry, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

Riner¹,

Hur

Kohlmeier

2022

Journal of Educational Technology Systems

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While virtual reality (VR) technology can provide students with first-hand and situational learning experiences, limited studies have integrated VR in a K-12 classroom, resulting in the lack of understanding of the benefits and challenges of VR use in classroom settings. To examine the impact of VR on student learning, this study employed a mixed-methods quasi-experimental research approach and integrated a fully immersive VR (i.e., Oculus Quest) and non-immersive VR (i.e., 3D website) into 9th-grade social studies classrooms. The findings demonstrated that while the quantitative data did not demonstrate statistically significant improvement in knowledge development and classroom engagement after students use VR, qualitative data showed positive learning benefits and classroom engagement. Furthermore, statistically significant growth was observed in the development of historical empathy with VR use. The findings share critical insight into the impact of VR on student learning and the challenges of VR integration in a K-12 classroom.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

Riner¹,

Hur

Kohlmeier

2022

Journal of Educational Technology Systems

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The effects of immersive virtual reality field trips upon student academic achievement, cognitive load, and multimodal presence in a social studies educational context

Alazmi,

Alemtairy

2024

Educ Inf Technol

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There is increasing educational interest in immersive virtual reality (IVR) applications which aid student learning and performance. However, few empirical studies have investigated the potential for implementing the technology in middle-school social studies classrooms. This study employed a quasi-experimental approach to address this issue, using pre- and post-test evaluations to measure academic achievement, and questionnaires to examine cognitive load and sense-of-presence. 48 seventh-grade students participated, split evenly between experimental and control groups. The experimental group received a systematic set of IVR-based social studies lessons via Head-Mounted Displays, while the control group covered identical content conventionally. Experimental group participants attained higher academic achievement with lower cognitive loading than control group students. The experimental group also experienced high levels of multimodal presence (physical, social, and self). This study yielded empirical evidence demonstrating the potential benefits which IVR offers social studies education. Furthermore, it provides an example for how effective, IVR-based social studies lessons can be developed.

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30 visualisation of historical site “Sumberawan temple” preservation utilizing virtual reality technology

Kholimi¹,

Kurniawan²,

Cahyono³

et al. 2022

AIP Conference Proceedings

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Simulation of Atmosphere in Trowulan during the Golden Era of Majapahit Using Virtual Reality

Cited by 3 publications

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Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

The effects of immersive virtual reality field trips upon student academic achievement, cognitive load, and multimodal presence in a social studies educational context

30 visualisation of historical site “Sumberawan temple” preservation utilizing virtual reality technology

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