Virtual Reality in Higher Education

Fabris, Christian Pierce; Rathner, Joseph A.; Fong, Angelina Y.; Sevigny, Charles P.

doi:10.30722/ijisme.27.08.006

Cited by 49 publications

(32 citation statements)

References 31 publications

(68 reference statements)

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“…Regarding the cognitive effects of the immersive virtual reality environments obtained from the meta-thematic analysis, it was seen that codes such as providing permanent learning, increasing the comprehension of the lesson, increasing the focus on the lesson, providing active participation, providing in-depth learning, self-regulated learning, and allowing the student to learn according to his/her level were created. This finding is in line with the findings of other research (Hwang & Hu, 2013;Liou et al, 2017;Fabris et al, 2019;Tepe, 2019;Akman & Çakır, 2020;Chien, Hwang & Jong, 2020;Kalkan, 2020;Tai et al, 2020). In the study of Sakdavong, Burgues, and Huet (2019) on self-regulation in virtual reality environments, it was found that immersive environments and interaction with the environment were very effective on self-regulated learning.…”

Section: Conclusion and Discussionsupporting

confidence: 90%

The Effects of Immersive Virtual Reality Environments on Students' Academic Achievement: A Meta-analytical and Meta-thematic Study

AKGÜN

Atıcı

2022

Participatory Educational Research

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The objective of this study is to ascertain the effects of immersive virtual reality environments on students' academic achievement utilizing quantitative and qualitative approaches. First, databases of Web of Science, Google Scholar, ERIC, Proquest, YÖK Thesis Center, and ULAKBİM of Turkey were searched, and 31 studies (23 journal papers and 8 theses) were selected for the meta-analysis. In this context, the overall effect size on students' academic achievement was analyzed with the CMA program using subject area and grade level moderator variables. In the second part, content analysis was performed using the ATLAS.ti program for 8 studies selected for the meta-thematic analysis. it was found that immersive virtual reality environments had a positive, moderate (d = 0.526) effect on students' academic achievement. After the meta-thematic analysis, it was observed that immersive virtual reality environments had many positive effects on students' cognitive, affective, and psychomotor skills and that created a perception of reality and sense of presence in students, facilitates learning, increases motivation, creates a safe and interactive learning environment and make many contributions to learning. In addition, it was determined that there may be problems such as technical problems and health problems during the environments, and it was stated that measures should be taken.

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Section: Conclusion and Discussionsupporting

confidence: 90%

The Effects of Immersive Virtual Reality Environments on Students' Academic Achievement: A Meta-analytical and Meta-thematic Study

AKGÜN

Atıcı

2022

Participatory Educational Research

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“…In addition, their freedom in the virtual environment was diametrically opposed to the strict protocols in the traditional laboratories, this was pointed out by the participants. The positive evaluation of the learning tool is important because if it offers an authentic and engaging learning experience then students are led to greater engagement, pleasure and interest in the learning object (Fabris et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…During the last decade, Virtual Reality has returned to the foreground, as well as the interest for its educational use, a fact that is reflected in the rapid increase of relevant research (Nesenbergs, Abolinis, Ormanis & Mednis, 2021;Fabris, Rathner, Fong & Sevigny, 2019;Menin, Torchlsen & Nedel, 2018). Virtual Reality (VR) is defined as the creation of an artificial interactive environment or Virtual Environment that human perceives as real.…”

Section: Introductionmentioning

confidence: 99%

Training Higher Education Bioscience Students With Virtual Reality Simulator

Kaltsidis

Kedraka

Grigoriou

2021

EJAE

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Laboratory training is the cornerstone of science education in higher education. However, in several cases hands-on experimental procedures are not possible, and therefore technology provide alternative educational methods. One of the rapidly evolving technologies, namely Virtual Reality (VR) can offer multiple benefits in laboratory training through the development of simulations and virtual laboratories that support, facilitate, and promote an effective their learning experience. We present an empirical research carried out at the Department of Molecular Biology and Genetics of the Democritus University of Thrace during the winter semester of the academic year 2020-2021. 51 undergraduate students carried out a Virtual Reality activity aiming to train them to the use of a Class II Biosafety Cabinet (BSC) in an immersive virtual environment. Our results show that VR approach was highly and enthusiastically accepted by the students; they reported that they had an authentic learning experience which enabled them to better achieve the learning objectives. However, in some cases symptoms like dizziness and blurry image were reported most likely due to equipment, showing that improvement of the equipment used in VR is needed. Article visualizations:<img src="/-counters-/edu_01/747/a.php" alt="Hit counter" />

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“…Experts' opinions and suggestions are carefully adopted during the entire interview, providing a profound, diverse, and valuable viewpoint for the following teaching experiment. Specifically, the interview involves basic information, such as educational background, job title, professional level, the application of modern teaching methods in venues and equipment during physical education, and the attitudes toward modern teaching methods [ 26 , 27 ]. Table 1 provides the basic information of experts obtained through the interview.…”

Section: Optimization Of the Teaching Mode Of Preschool Physical Educ...mentioning

confidence: 99%

Teaching and Curriculum of the Preschool Physical Education Major Direction in Colleges and Universities under Virtual Reality Technology

Wang

Rahman

Hooi

2022

Computational Intelligence and Neuroscience

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The present work aims to study the influence of virtual reality (VR) technology on the teaching and curriculum of preschool physical education in colleges and universities and establish a virtual teaching model suitable for the college teaching system. The classroom teaching situation of using VR technology in physical training of preschool education major direction in colleges and universities is investigated using the questionnaire survey and teaching experiment. Firstly, the feasibility of applying VR technology to teaching is proved by analyzing the relevant education theories. Secondly, the experimental research method is designed to verify the application effect of VR technology in teaching behavior. Finally, the collected data is sorted out to judge the method’s feasibility. The experimental results demonstrate that 88.0% of the respondents are curious about the application of VR, and 88.6% of the respondents can accept the application of VR in sports dance teaching. Besides, 89.1% claimed that VR technology could enhance students’ understanding of knowledge, and 93.0% thought that VR applications would not interfere with teachers’ explanations. In addition, 80.0% thought that virtual teaching could stimulate students’ interest in learning, 75.0% said that VR application could attract students’ attention, and 63.0% believed that VR application could improve learning efficiency. The preliminary investigation suggests that introducing VR technology can reduce the work intensity of teachers, and the students participating in the survey are optimistic about the application of VR technology in preschool physical education. The formal test based on a t-test indicates that the average score of the experimental group is 3.18 points higher than that of the control group, and there are significant differences in technology between the control group and the experimental group. VR technology can improve students’ technical level, enhance self-confidence, and improve students’ grades. To sum up, this study provides a reference for developing virtual teaching mode and applying VR technology to physical education.

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Virtual Reality in Higher Education

Cited by 49 publications

References 31 publications

The Effects of Immersive Virtual Reality Environments on Students' Academic Achievement: A Meta-analytical and Meta-thematic Study

The Effects of Immersive Virtual Reality Environments on Students' Academic Achievement: A Meta-analytical and Meta-thematic Study

Training Higher Education Bioscience Students With Virtual Reality Simulator

Teaching and Curriculum of the Preschool Physical Education Major Direction in Colleges and Universities under Virtual Reality Technology

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