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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
... the research method, development research was popular in 26 articles, as seen in the upper-left bar chart of Fig. 5, followed by experimental design, usability, and user testing (18 articles) as well as survey (16 articles). The bar chart in the upperright of Fig. 5 shows the data analysis method. Both qualitative and quantitative data analysis methods were applied. The t-test (16) was the most commonly applied quantitative data analysis method. ...
Context 2
... the research method, development research was popular in 26 articles, as seen in the upper-left bar chart of Fig. 5, followed by experimental design, usability, and user testing (18 articles) as well as survey (16 articles). The bar chart in the upperright of Fig. 5 shows the data analysis method. Both qualitative and quantitative data analysis methods were applied. The t-test (16) was the most commonly applied quantitative data analysis method. Conversely, other methods were rarely used, in only one to three articles on average, except for the correlation method (5 articles). However, it was a ...
Context 3
... looked deeper into the relationship between the research design, research method, and data analysis method, as presented in two bubble charts in the lower part of Fig. 5. It should be noted here that the number of articles in the bubble charts adds up to a higher number than shown in the bar charts because one article may contain more than one category of research design. The research design categories in the middle can be read in combination with the bubble charts on the left and the right sides. The ...
Context 4
... more than one category of research design. The research design categories in the middle can be read in combination with the bubble charts on the left and the right sides. The bubble charts depict the concentration of the studies. The combination of the data collection method and the research design is shown in the bottom left bubble chart of Fig. ...
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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.
... 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.
... However, the technology is not yet integrated in the academic context and it is not applied regularly in the classroom. Most of the previous studies about its application in higher education were conducted in controlled settings as part of an experimental work [22]. ...
The way that the new generations approach cultural contents changed dramatically. The audiovisual language substituted traditional media. Museums face now an important challenge to survive as cultural referents in this new paradigm: the introduction of new audiovisual languages in their exhibitions and the provision of attractive online content. The work presents a case study of the use of augmented reality and virtual reality (AR/VR) in a technological heritage museum, with a double approach: on the one hand the development of AR to enhance the real visit to the museum; and on the other, the provision of VR to ease online visits to the museum for those that do not want to or cannot visit it. The results show that young visitors massively appreciate the use of these technologies. Using AR contents also contributes to the preservation of the original artifacts without damage. Furthermore, multimedia content provides some contextual information, improving the learning experience. Regarding the VR application, it is thought as a complement to the AR experience. It was developed as a virtual reproduction of the museum visit that can be experienced from any location, thus contributing to a higher diffusion of the museum contents.
... VR is student-centered, motivating, engaging, and it promotes active learning (Kaplan-Rakowski & Gruber, 2022Kaplan-Rakowski & Wojdynski, 2018;Makransky & Lilleholt, 2018). Systematic reviews in general education show the growing importance of exploring VR for education (Merchant et al., 2014;Radianti et al., 2020). ...
Using Virtual Reality (VR) in educational contexts is becoming increasingly common. The ability of VR to provide authentic learning experiences is making it a particularly promising platform for language learning, but the research on its acceptance among language teachers is scarce. This paper reports the results obtained from a large-scale (N = 2,176) survey on language teachers’ beliefs toward the use of VR for education. The survey explored the relationships between language teachers’ beliefs about using VR in a classroom and their teaching experiences, such as previous use of VR for teaching, their stages of VR technology integration, and their preferred teaching approaches. Furthermore, the survey yielded answers on the relationship between the availability of information technology (IT) personnel in language teachers’ schools. We found that practical knowledge and past experiences of incorporating VR in teaching were crucial determinants of teachers’ positive beliefs, showing that teachers were motivated to adopt VR technology in their classrooms if they had previously used it. Language teachers’ favorable beliefs were also positively correlated with the availability of IT personnel in their schools.
... Radianti et al. reviewed work on application of immersive virtual reality in higher education within the context of learning contents, the framework of VR elements, and schools of thought in the learning process as the base for fruitful VR-based learning [35]. The gap analysis found that learning theories are not taken into consideration while designing the framework making it difficult to achieve learning outcomes. ...
... The study found 18 domains of application indicating huge scope for application in the future. In the present study, we tried to bridge this gap to some extent in the clinical examination of respiratory dysfunction [35]. ...
... Augmented reality, or AR, is a technology that integrates computer-generated digital content with the real world in real-time [12], [13]. AR allows users to see virtual 2D or 3D objects projected into the real world ( Figure 4). ...
The Computer Numerical Control (CNC) machine operates based on a numerical control program generated semi-automatically by a Computer Aided Manufacturing (CAM) system or manually by the operator. Repeated practice is required to operate a CNC machine. For an inexperienced operator (student), the practicum requires extensive use of materials and cutting instruments. In the meantime, the number of laboratory equipment for the CNC programming practicum remains limited, and the 3-axis CNC milling machine training unit is inadequate for the number of students. For this reason, we need a medium that can simulate the machining process to aid students in their early stages of learning. This research aims to create a mobile application for milling machine visualization based on augmented reality. This augmented reality (AR) application, "MM: CTU 3-Axis," or Machine Milling CNC Training Unit 3-Axis, was designed with 3D virtual objects to provide students with knowledge and practical experience. The application development model used Multimedia Development Life Cycle (MDLC). This research yields an Android-based augmented reality (AR) application called "MM: CTU 3-Axis" that does not require markers. The development and verification results demonstrated that this application could aid in learning CNC programming and machining practicum, as well as reduce the cost of using cutting tools and the cost of using materials due to repeated experiments on CNC machines.
