Toward new creative services: a case study in building a virtual reality classroom in an academic library

Sams, Anthony; Leither, Luke

doi:10.1080/10691316.2021.1898511

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…Although VR has shown great potential for classroom modernization (Atli et al, 2021), active learning (Sams & Leither, 2021), better learning motivation, learning outcomes, and positive impacts on students' achievement scores (Liou & Chang, 2018), it is still very rarely applied in the classroom and continues to face challenges that need to be overcome to ensure feasibility for schools (Holly et al, 2021). As classroom leaders, teachers may be wary of issues that circumvent the comprehensive implementation of VR, such as user complexity compared to desktops (Holly et al, 2021) and cybersickness (Sagnier et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Sumardani,

Lin

2024

JPII

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Advanced virtual reality (VR) holds substantial promise in education and can be seamlessly integrated into classroom instruction, fostering rapid advancements in science education. This research aims to investigate the factors that influence the implementation of VR and the correlation between the technology acceptance model that can lead to its integration in the science educational setting. To address these objectives, structural equation modeling (SEM) is conducted to represent a hypothesis about the causal relationships among factors influencing preservice teachers to implement VR in the classroom, following their engagement in simulated science explorations related to the concept of weightlessness. The results reveal that the proposed model has strong explanatory power in predicting the intention to use VR in the classroom (R2=64.7%). This intention is influenced by perceived usefulness, perceived enjoyment, and the absence of cybersickness. Notably, our findings also indicate that Usage Attitude (UA), which pertains to participants’ positive or negative response towards technological usage, does not mediate the relationship between beliefs (PU, PEU, and PE) and Behavioral Intention (IU), prompting further exploration of the concepts of cognitive and affective attitude. Additionally, the findings from the preservice teachers’ responses support the notion that VR is valuable in educational contexts, enabling immersive experiences, authentic learning, and enhancing the learning journey, along with the concept of learning by doing.

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Section: Introductionmentioning

confidence: 99%

Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Sumardani,

Lin

2024

JPII

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“…Although VR has shown great potential for modernization (Atli et al, 2021), active learning (Sams & Leither, 2021), better learning motivation, learning outcomes, and positive impacts on students' achievement scores (Liou & Chang, 2018), it is still very rarely applied in the classroom and continues to face challenges that need to be overcome to ensure feasibility for schools (Holly et al, 2021). As classroom leaders, teachers may be wary of issues that circumvent wide implementation of VR, such as user complexity compared to desktops (Holly et al, 2021) and cybersickness (Sagnier et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Factor that Influences the Implementation of Virtual Reality for Science Learning

Sumardani

Lin

2023

Preprint

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Intensively developed virtual reality (VR) has great potential in education and can be reliably integrated into the classroom, fostering authenticity to facilitate the rapid developments in science. This research aims to investigate the factor that influence the implementation of VR and the correlation between each dimension of the technology acceptance model that can lead to intentions to use VR. The structural equation modeling is performed that was tested on participants of preservice teachers who performed simulated science explorations in the weightlessness concept. The results show that most participants believe that VR is useful in many educational contexts, including immersion, authentic learning, motivation, and engagement. Moreover, the predicted model has good explanatory power to predict intention to use VR in the classroom (R2 = 64.7%), influenced by usefulness, enjoyment, and absence of cybersickness. Educators and researchers should consider avoiding the 360-degree VR beyond the advantages of ease and economics, then adopt more comfortable and accessible graphics-based VR for implementation in the classroom, as well as the suitability of content for students to avoid any cybersickness.

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Initiating Immersive Teaching and Learning Service in Academic Libraries

Miltenoff

2024

The International Information & Library Review

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Toward new creative services: a case study in building a virtual reality classroom in an academic library

Cited by 6 publications

References 3 publications

Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Investigating the Factor that Influences the Implementation of Virtual Reality for Science Learning

Initiating Immersive Teaching and Learning Service in Academic Libraries

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