Using Virtual Reality to Enhance Learning in a Chinese Architectures Course: A Flipped Classroom Approach

Im, Siu Wo Tarloff; Chiu, Pit Ho Patrio; Shek, C.H.; Ng, Michelle; Lin, Li

doi:10.1109/tale.2018.8615369

Cited by 5 publications

(2 citation statements)

References 5 publications

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“…City University of Hong Kong (CityU) is one of the pioneers in the adoption and application of virtual reality (VR) technology in creative art, humanities, and social sciences (Im et al, 2018;Wong et al, 2019). Inspired by the previous design of a smartphone app developed for a CityU MOOC (Ip et al, 2016) and based on the previous development experience of web-based VR field trips (Wong et al, 2019), this AR chemistry software, "Chemicals in our Environment: Friends or Foe, " is intended to apply AR technology to strengthen students' understanding of the toxicants and to ensure the fulfillment of the intended learning outcomes through its gamified environment in a flipped-classroom approach.…”

Section: Introductionmentioning

confidence: 99%

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Wong

Cheung

et al. 2021

Front. Educ.

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Chemistry education is challenging when many students cannot see the relevance and interest between what they learn at school and their everyday life outside the curriculum. Due to the prevalence of chemicals in real life, students lose interest in those not-so-novel Chemistry problems as they are satisfied with their rudimentary grasp of knowledge. Therefore, it is of paramount importance to draw students’ attention to those day-to-day Chemistry concepts, a task in which augmented reality (AR) can be a competent pedagogical facilitator. Despite its popularity due to the development of smart devices, educators are still averse to adopting AR in teaching because of the doubts about its pedagogical effectiveness and difficulties in implementation. This paper will demonstrate an AR app developed by City University of Hong Kong (CityU) for a year four undergraduate Chemistry course under two UGC’s project funds and CityU’s Teaching Development Grant that aligns with the university’s Discovery and Innovation-enriched Curriculum. The learning theories and technology stack of development and deployment will be shared in this paper. The consideration during preparation, production, and publishing will also be documented. A pilot survey about students’ perception of the AR showed positive feedback for the AR app in terms of enhancing awareness, learning, understanding, and engagement, which addresses the concerns of retaining students’ engagement during teaching and learning real-life Chemistry. We hope that educators who are interested in adopting AR can gain insights from this AR development experience. This research can act as a foundation for further exploration of applying AR in secondary and tertiary Chemistry education.

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Section: Introductionmentioning

confidence: 99%

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Wong

Cheung

et al. 2021

Front. Educ.

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“…Pearson correlation coefficient was used in 4 studies [80][81][82][83]. Mann-Whitney U test was used in 2 studies [84,85] and Miller [85] also used the t-test and ANOVA in his research. MANOVA was used in Vogt's [83] and Taub's [86] studies, and the Wilcoxon test was used in Gomez-Tone's [31] study.…”

Section: Methods and Statisticsmentioning

confidence: 99%

Design and Evaluation for Immersive Virtual Reality Learning Environment: A Systematic Literature Review

Cao

2023

Sustainability

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This systematic review broadly attempted to synthesize all relevant evidence residing in the Scopus, IEEE Xplore and MDPI databases, in order to inform the related Research Questions of this work. More precisely, the review protocol includes a broad and comprehensive search for eligible data sets from the Scopus, IEEE Xplore and MDPI databases, published from January 2017 to December 2022 by using inclusion/exclusion search criteria. Medical Education Research Study Quality Instrument (MERSQI) was commissioned to assess and analyze the quality of 69 quantitative studies. The findings generally received positive feedback and there was a discussion about the results. This work was an original contribution guided by pedagogical theory and the validity of the evaluation constitutes a proposal for future improvement.

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Supporting Flipped Learning with Virtual-Reality Field Trips

Wong

et al. 2019

2019 International Symposium on Educational Technology (ISET)

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Using Virtual Reality to Enhance Learning in a Chinese Architectures Course: A Flipped Classroom Approach

Cited by 5 publications

References 5 publications

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Design and Evaluation for Immersive Virtual Reality Learning Environment: A Systematic Literature Review

Supporting Flipped Learning with Virtual-Reality Field Trips

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