Fig 2 - uploaded by Tim A. Majchrzak
Content may be subject to copyright.
Source publication
Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the us...
Contexts in source publication
Context 1
... beginning the coding process, we developed a concept matrix, as suggested by Webster and Watson (2002), to allow us to identify the learning contents, application domains, and VR design elements in relation to VR-based education. The analysis followed five steps, as can be seen in Fig. 2. A slight overlap with the third stage of the manual filtering papers exists, as manual filtering and coding were performed simultaneously. The concept matrix was a prerequisite to conducting a third manual filtering. ...
Context 2
... identified articles, depicted in Fig. 2, were all 80 papers obtained from the second manual filtering. We adapted the concept matrix used by Webster and Watson (2002), who illustrates it as a logical approach that defines several concepts (e.g., variables, theories, topics, or methods) that serve as a classification scheme for grouping all relevant articles. Based on ...
Similar publications
Objective:
To determine the accuracy of single-reviewer screening in correctly classifying abstracts as relevant or irrelevant for literature reviews.
Study design and setting:
We conducted a crowd-based, parallel-group randomized controlled trial. Using the Cochrane Crowd platform, we randomly assigned eligible participants to 100 abstracts eac...
Citations
... Previous systematic review research indicates that most empirical studies in IVR lack a theoretical foundation in the design of the virtual environment [33]. Indeed, only a small number of studies involving S.T. E.M. learning have explicitly discussed a theory-based approach in their IVR systems (e.g., [10,16,18]). ...
... Numerous studies have shown an extremely high level of interest in the use of IVR for teaching and learning, which shows IVR could be a promising learning tool for higher education. Although some researchers revealed the future directions for VR-related education, the maturity of using IVR in teaching and learning is still questionable, most research is still in an experimental state without large-scale applications in terms of performance and usability, these facts can hinder the rapid adoption of immersive VR technologies into teaching regularly (Radianti et al., 2020;Wang et al., 2018). Therefore, more practical IVR teaching tools should be developed for the needs of teachers and students, we know that these tasks will be difficult and tedious to execute, but they are also an essential step towards systematic teaching practice and large-scale application based on IVR technology. ...
... Recently, immersive virtual reality (IVR) has been attracting attention due to its potential impact on education and the science of learning (e.g., Lui, McEwen, & Mullally, 2020;Makransky & Lilleholt, 2018;Mulders, Buchner, & Kerres, 2020;Radianti, Majchrzak, Fromm, & Wohlgenannt, 2020). This is not surprising because, with IVR, one can simulate realistic and interactive environments for use with learning and teaching strategies. ...
We investigated the learning outcome of teaching an agent via immersive virtual reality (IVR) in two experiments. In Experiment 1, we compared IVR to a less immersive desktop setting and a control condition (writing a summary). Learning outcomes of participants who had explained the topic to an agent via IVR were better. However, this was only the case for participants who scored high on absorption tendency. In Experiment 2, we investigated whether including social cues in the task instructions enhances learning in participants explaining a topic to an agent. Instruction manipulation affected learning as a function of absorption tendency: Low-absorption participants benefitted most from being instructed to imagine they were helping a student peer pass an upcoming test, while high-absorption participants benefitted more when they were to explain the text to a virtual agent. The findings highlight the crucial role of personality traits in learning by teaching in IVR.
... The work of Zheng et al. [35] indicated that personal innovativeness substantially impacts usage intention. Research in the literature validated relationships between technology and innovation, particularly regarding the employment of instructional technologies [35,36]. Individual innovativeness was defined by Al-Rahmi et al. [24] as the personal behaviors that are shown to be geared toward engaging in innovative activities at work. ...
The COVID-19 pandemic forced higher education institutions to adopt e-learning systems to ensure continuous teaching and learning; however, this paradigm shift challenged students’ learning processes and is considered unsuitable for continuous use. Thus, a model was developed and experimentally verified in the current study to determine the factors that influence students’ uptaking of e-learning in the post-pandemic era. The Delphi method was employed to conceptualize the research framework, and structural equation modeling (SEM) was used to explore personality traits. The research model was then empirically tested by using data from 438 valid responses. The results showed that all personality traits, except for conscientiousness, significantly influenced the adoption of e-learning. The most decisive influencing trait was found to be extroversion (r = 0.756), whereas the trait that was found to have the most negligible impact was agreeableness (r = 0.305). Personal innovativeness and system usability were both found to highly correlate with a willingness to adopt e-learning. Except for the indirect effect of conscientiousness on the adoption of e-learning through system usability, all other personality traits were found to significantly mediate the adoption of e-learning through personal innovativeness and system usability. The results of this study could inspire stakeholders in the field of education, particularly e-learning platform designers, to consider students’ personality traits and individual differences in the design of e-learning platforms, with the goal of increasing students’ willingness and ability to adapt to these systems. The current study provides a contemporary perspective on the actions of e-learning users in the post-pandemic era.
... In the fourth level, immersive experiences are orchestrated through virtual simulations, experiential problem-solving and games. Experiential learning is the dominant learning theory used for education in VR [38]. The ultimate frontier is facilitating the transition of learners towards skill mastery through autonomous, self-regulated learning and production or artifacts. ...
... Training in immersive VR for procedural and psychomotor "hard" skills was among the first and more frequent applications for experiential, simulation-based learning [38,48]. The operation of complicated equipment and vehicles (e.g., military airplanes) as well as critical health-and safety-related operations were the perfect testbeds for preparing students and practitioners to avoid costly mistakes with grave consequences in their fields [49]. ...
Definition: Immersive learning conceptualizes education as a set of active phenomenological experiences that are based on presence. Immersive learning can be implemented using both physical and digital means, such as virtual reality and augmented reality.
... The specified KKM IPA score limit is 75 . From the results of these observations it is known that the low science learning outcomes are caused by several factors that influence during the learning process (Radianti et al., 2020). The factors that influence the science learning process include the less varied learning methods used by teachers, low enthusiasm of students in learning science, and lack of use of learning media (Louis et al., 2019). ...
This study aims to describe the application of the experimental method to improve science learning outcomes for second grade elementary school students. This type of research is action research. This study uses a qualitative descriptive analysis technique. The results of the research show that increasing activeness and learning outcomes through the application of experimental methods to science subjects has been successful. This can be proven by the results of cycle tests showing a significant increase as evidenced by an increase in activity and student learning outcomes. The percentage of completeness of student learning outcomes based on preliminary data is in the good category with a percentage of 63.92%. First cycle of research it increased to a good category with a percentage of 73.54% and in the second cycle it became a very good category with a percentage of 80.13% which had achieved the KKM value that had been set.
... They found that it has primarily been applied in science, humanities, and arts learning. Radianti et al. (2020) reviewed the application of VR in higher education and focused on the three key aspects of learning content, design elements, and learning theories. Saltan and Arslan (2017) provided a comprehensive overview of the effect AR research has had on pedagogy and educational outcomes in formal education. ...
... We summarised and extracted references to ARenhanced learning activities from the articles, which included observing/inspecting simulations of phenomena or objects, interacting with virtual objects, performing digital quizzes, manipulating virtual objects, etc. We consulted the coding framework of Radianti et al. (2020) to establish the codes for the learning content, which are given in Table 1. Three categories of learning content emerged from the 22 selected articles: content knowledge, analytical and problem-solving skills, and proceduralpractical knowledge. ...
... Based on the classification of AR and VR device types proposed in the literature (e.g. Arici et al. 2019;Radianti et al. 2020), we coded the technology devices used in the studies into five categories, as shown in Table 3. Content knowledge AR/VR is intended to help learners memorise factual knowledge (e.g. theoretical concepts and physical principles) Analytical and problem-solving skills AR/VR aims to improve learners' analytical skills (e.g. ...
Virtual reality (VR) and augmented reality (AR) technologies have been used in informal science institutions such as science centres, science museums, zoos, botanical gardens, and aquariums to provide visitors with engaging and appealing learning experiences. However, there is a lack of systematic reviews to synthesise the contexts in which such technologies have been applied, how AR/VR-assisted learning is designed, and what learning outcomes have commonly been reported in such learning contexts. A total of 22 studies were identified for this review. We find, first, that AR and VR have been primarily used in science museums and biology learning, mainly for learning content knowledge. Learning activities supported by AR typically involve the scientific observation of phenomena or objects. Second, AR and VR are often used to superimpose supplementary materials onto exhibits and simulate scientific phenomena or visually present abstract concepts. Mobile devices are more prevalent than head-mounted displays or other techniques. Third, perceptions and knowledge achievement are typically measured outcomes, and incorporating AR and VR has the potential to promote academic achievement and perceptions. Several implications are provided for future research.
... Virtual Reality (VR) has been implemented in many areas such as education [41], professional training [62], cognitive assessment [28], mental health therapy [14], and entertainment [8]. However, a principal drawback of VR is the presence of cybersickness that affects a percentage of the users [42]. ...
p>Recent research has attempted to identify methods to mitigate cybersickness and examine its aftereffects. In this direction, this paper examines the effects of cybersickness on cognitive, motor, and reading performance in VR. Also, this paper evaluates the mitigating effects of music on cybersickness, as well as the role of gender, and the computing, VR, and gaming experience of the user. This paper reports two studies. In the 1st study, 92 participants selected the music tracks considered most calming (low valence) or joyful (high valence) to be used in the 2nd study. In the 2nd study, 39 participants performed an assessment four times, once before the rides (baseline), and then once after each ride (3 rides). In each ride either Calming, or Joyful, or No Music was played. During each ride, linear and angular accelerations took place to induce cybersickness in the participants. In each assessment, while immersed in VR, the participants evaluated their cybersickness symptomatology and performed a verbal working memory task, a visuospatial working memory task, and a psychomotor task. While responding to the cybersickness questionnaire (3D UI), eye-tracking was conducted to measure reading time and pupillometry. The results showed that Joyful and Calming music substantially decreased the intensity of nausea-related symptoms. However, only Joyful music significantly decreased the overall cybersickness intensity. Importantly, cybersickness was found to decrease verbal working memory performance and pupil size. Also, it significantly decelerated psychomotor (reaction time) and reading abilities. Higher gaming experience was associated with lower cybersickness. When controlling for gaming experience, there were no significant differences between female and male participants in terms of cybersickness. The outcomes indicated the efficiency of music in mitigating cybersickness, the important role of gaming experience in cybersickness, and the significant effects of cybersickness on pupil size, cognition, psychomotor skills, and reading ability. </p
... Virtual Reality (VR) has been implemented in many areas such as education [41], professional training [62], cognitive assessment [28], mental health therapy [14], and entertainment [8]. However, a principal drawback of VR is the presence of cybersickness that affects a percentage of the users [42]. ...
p>Recent research has attempted to identify methods to mitigate cybersickness and examine its aftereffects. In this direction, this paper examines the effects of cybersickness on cognitive, motor, and reading performance in VR. Also, this paper evaluates the mitigating effects of music on cybersickness, as well as the role of gender, and the computing, VR, and gaming experience of the user. This paper reports two studies. In the 1st study, 92 participants selected the music tracks considered most calming (low valence) or joyful (high valence) to be used in the 2nd study. In the 2nd study, 39 participants performed an assessment four times, once before the rides (baseline), and then once after each ride (3 rides). In each ride either Calming, or Joyful, or No Music was played. During each ride, linear and angular accelerations took place to induce cybersickness in the participants. In each assessment, while immersed in VR, the participants evaluated their cybersickness symptomatology and performed a verbal working memory task, a visuospatial working memory task, and a psychomotor task. While responding to the cybersickness questionnaire (3D UI), eye-tracking was conducted to measure reading time and pupillometry. The results showed that Joyful and Calming music substantially decreased the intensity of nausea-related symptoms. However, only Joyful music significantly decreased the overall cybersickness intensity. Importantly, cybersickness was found to decrease verbal working memory performance and pupil size. Also, it significantly decelerated psychomotor (reaction time) and reading abilities. Higher gaming experience was associated with lower cybersickness. When controlling for gaming experience, there were no significant differences between female and male participants in terms of cybersickness. The outcomes indicated the efficiency of music in mitigating cybersickness, the important role of gaming experience in cybersickness, and the significant effects of cybersickness on pupil size, cognition, psychomotor skills, and reading ability. </p
... Although recent studies show that it is gaining ground in simulation training for clinical skills and role-play in medical education [8], there is still a research gap on the use of virtual reality to facilitate nontechnical and soft skills in health care and social work higher education [9]. Most studies on the use of virtual reality in higher education explore experimental projects, such as prototyping and testing with students [6,10,11]. ...
... The use of 360° video in virtual reality entails considerable potential for clinical medical training as well as for health care and social work education [4,8]. Using virtual reality for training soft skills is a new approach [6,10], but it has potential to prepare students for professional practice. However, more research is needed on how 360° videos may influence emotions and empathy for the viewer [8], and there is a call for more research on using 360° videos as pedagogical activities for learning in health care and social work higher education [4]. ...
... Currently, most studies of educational technology focus primarily on the technology itself, paying too little attention to pedagogy and learning design [4], and there is still a gap between the institutional rhetoric around the use of technology in education and the reality of its use [13]. Radianti et al [10] recommend that future educational virtual reality applications be thoroughly explored using qualitative research methods to assess students' knowledge, skills, and learning experiences. The use of virtual reality to reach competency goals may require adjustments to practice and a new understanding of simulation and skills training. ...
Background:
By watching 360° videos in virtual reality headsets, students may experience being immersed in the portrayed situation. There is a paucity of empirical studies on the application of immersive 360° videos watched in virtual reality headsets for students in health care and social work education and the pedagogical theory guiding the development of such educational tools. This led to our interest in exploring how a virtual reality educational tool involving 360° videos can stimulate emotions and how this can be used as a pedagogical tool in these educational programs.
Objective:
The aim of this study was to explore the experiences of faculty members and students regarding a prototype 360° video watched in virtual reality headsets during the development phase of an educational project. We addressed the following research questions: How does the virtual reality prototype stimulate emotions? How can virtual reality be used in higher education for health care and social work students?
Methods:
We used a qualitative design and collected data through focus group interviews with project participants. The data were analyzed using qualitative content analysis.
Results:
Our analysis identified 2 main themes in participants' experiences with the virtual reality prototype. The first theme highlights that when participants experienced watching the 360° video in a virtual reality headset, it stimulated their emotions as an authentic professional experience would. The second theme, contextualization of virtual reality, highlights participants' perceptions of how the virtual reality experience should be incorporated into a safe educational context.
Conclusions:
Our findings suggest that 360° videos with human actors who use eye contact with the camera can trigger emotions in the viewer and therefore serve as a pedagogic tool that can create authentic professional experiences for students. The participants expressed the view that the virtual reality educational tool could be used to prepare students for real-life practice in health care and social work. However, they underlined that 360° videos in virtual reality need to be contextualized in educational programs to create a safe environment for learning and to ensure follow-up on the emotions such experiences can trigger in students. Our results highlight the perceived importance of allowing students to reflect on the virtual reality experience in a safe setting and of follow-up by faculty members. In-person follow-up with students can be resource intensive for programs with large numbers of students and makes it challenging to offer repeated training, something that has been identified as one of the benefits of virtual reality.
