Tpack Instructional Design Model in Virtual Reality for Deeper Learning in Science and Higher Education: From “Apathy” to “Empathy”

Fragkaki, Maria; Mystakidis, Stylianos; Hatzilygeroudis, Ioannis; Kovas, Konstantinos; Palková, Zuzana; Salah, Zein; Hamed, Ghadeer; Khalilia, Walid; Ewais, Ahmed

doi:10.21125/edulearn.2020.0943

Cited by 13 publications

(7 citation statements)

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“…In the Design stage, the model creates specific consecutive steps to prepare a clear and final vision of the shape of the three-dimensional environment based on the gamification strategy, in light of several variables, such as determining what is the appropriate part of the content that is presented through the three-dimensional environment, and what are the characteristics of the simulated model that effectively achieves the objectives of this part of the content, i.e a complex interaction of three main types of knowledge: Content Knowledge (CK), Pedagogy Knowledge (PK), and Technology Knowledge (TK). This is consistent with what is emphasized by Pantelidis (2009), Fragkaki et al (2020). Specific steps have been set to implement the gamification strategy in terms of determining the goal of the activity -determining the characteristics of the players -determining the paths of activity and the rules and rewards of progress, and determining the end of the activity, and this is consistent with what by Di Tomasso (2011), Werbach and Hunter (2012).…”

Section: Finding and Disucussionsupporting

confidence: 82%

“…Evaluation refers to the processes of measuring the effectiveness and sufficiency of the education process and judging its quality . In the light of the above, and by reviewing what mentioned around the instructional designing models for 3D virtual learning environment (Chen, Toh, & Wan, 2004;Dong, Song, &Song, 2019;Fragkaki et al, 2020;Joe,2020), and the designing models for gamification (Di Tomasso, 2011;Werbach and Hunter, 2012;Marache-Francisco and Brangier (2013), as well as various instructional design models, especially for e-learning (Montiva, Sandia, Barrios, 2002;Comb, 2003;Gawdat, 2003;Nam and Smith, 2007;Elsigini,2012). The authors propose an instructional designing model for a 3D virtual learning environment based on gamification in figure 5.…”

Section: Methodsmentioning

confidence: 99%

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Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

السجيني¹,

الصباغ²

2021

مجلة تکنولوجيا التعليم والتعلم الرقمى

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Three-dimensional virtual learning environments are considered the most important technological innovations that have attracted the attention of educational institutions due to their ability to simulate reality and allow the learner to interact with them, and as a result, the learner emerges effectively into the learning process and in light of the search for the continuous development and improvement of these environments by employing the latest e-learning strategies, including the gamification strategy, which is a didactic approach that can motivate students to learn by using the elements of games in virtual learning environments to achieve maximum fun and participation in the learning process. This paper aims to present a proposed model for designing 3D virtual learning environments in the light of employing a gamification strategy as a model that is guided by its stages and steps to develop student engagement at Mansoura University in Egypt.The methodology used in the identification of successful strategies and practices is based on reviewing the literature about the concept of the 3D virtual learning environment, its importance, and when to use it in the educational process. In addition, it reviews the strategy of gamification, its components, and its designing steps frameworks. Examples and suggestions are included. As well as it reviews the concept of student engagement, its importance, and its relation with a 3D virtual learning environment. The findings help stakeholders at higher education institutions to propose a framework. This framework integrates three-Dimensional Virtual Learning Environments based on gamification strategy to engage students in delivering engaging content.

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Section: Finding and Disucussionsupporting

confidence: 82%

Section: Methodsmentioning

confidence: 99%

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

السجيني¹,

الصباغ²

2021

مجلة تکنولوجيا التعليم والتعلم الرقمى

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“…This is consistent with the good formative outcomes that VR has been shown to have (Merchant et al, 2014). In science and technology education, in particular, professors highlight that the use of VR allows overcoming the apathy that students, in general, feel towards the study of concepts that are sometimes complex (Fragkaki et al, 2020). In contrast, when VR is applied to the teaching of humanities and art, professors emphasize more the development of cross-cutting skills, such as communicative and teamwork skills, that the use of VR raises (Lu, 2011).…”

Section: Literature Reviewsupporting

confidence: 70%

Quantitative analysis of the use of virtual reality environments among higher education professors

Antón-Sancho,

Vergara,

Fernández-Arias

2024

Smart Learn. Environ.

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Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

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“…This digital experience becomes a gateway through which the legacy of the victims can be apprehended, their experiences and struggles seen through more spherical lenses than those of the traditional mediums. By infusing the benefits of an interactive e-book and a social VR space, storytelling becomes an active exercise that strengths the learners' communication skills, confidence, and empathy [44]. The process of participating in storytelling urges learners to explore different fields, developing their emotional intelligence and offering a deeper understanding of the human condition.…”

Section: Interactive Storytelling Bookmentioning

confidence: 99%

Immersive Storytelling in Social Virtual Reality for Human-Centered Learning about Sensitive Historical Events

Papadopoulou,

Mystakidis,

Tsinakos

2024

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History is a subject that students often find uninspiring in school education. This paper explores the application of social VR metaverse platforms in combination with interactive, nonlinear web platforms designed for immersive storytelling to support learning about a sensitive historical event, namely the Asia Minor Catastrophe. The goal was to design an alternative method of learning history and investigate if it would engage students and foster their independence. A mixed-methods research design was applied. Thirty-four (n = 34) adult participants engaged in the interactive book and VR space over the course of three weeks. After an online workshop, feedback was collected from participants through a custom questionnaire. The quantitative data from the questionnaire were analyzed statistically utilizing IBM SPSS, while the qualitative responses were coded thematically. This study reveals that these two tools can enhance historical education by increasing student engagement, interaction, and understanding. Participants appreciated the immersive and participatory nature of the material. This study concludes that these technologies have the potential to enhance history education by promoting active participation and engagement.

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Tpack Instructional Design Model in Virtual Reality for Deeper Learning in Science and Higher Education: From “Apathy” to “Empathy”

Cited by 13 publications

References 0 publications

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

Quantitative analysis of the use of virtual reality environments among higher education professors

Immersive Storytelling in Social Virtual Reality for Human-Centered Learning about Sensitive Historical Events

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