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VR-based Learning and Teaching. A Framework for Implementation of Virtual Reality in Formal Education
Abstract and Figures
According to the Gartner Hype Cycle, which shows the trends in technology development, Virtual Reality (VR) has not been a hype since 2019 but has ever since reached market maturity. The innumerable VR applications in the education sector support this observation. However, the spread of these educational technologies has so far been hesitant in the field of formal education. Formal education includes educational offers within institutional contexts such as schools or universities and which are characterized by strong formalization and standardization. Formal educational offers usually structured and systematic curricula and is an integral part of educational programs organized by educational institutions [2]. The purpose of this article is to analyse the implementation of VR in formal education. Thus, the focus is on the following question: How can Virtual Reality be implemented sustainably in formal education? In answering this question, we start with an overview about the potentials of VR in formal educational contexts, before a theoretical framework for the implementation of VR-based learning will be developed. Additionally, we will present findings from both a systematic literature review of research papers in the field and two project-based case studies that present an effective implementation of two VR projects in the formal education.
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... According to Fischer et al. (2021) share the same sentiments that the role of the lecturer is crucial in using VR to teach specific engineering skills. Lecturers need to be able to design and deliver VR-based lessons that are engaging and effective, and they need to be able to use the technology in a way that supports the learning objectives. ...
... However, there are some indications that students are increasingly open to using VR in their learning. A study by the University of Florida found that a majority of students surveyed were either "somewhat interested" or "very interested" in using VR for learning, and many saw it as an opportunity to develop new skills (Fischer et al., 2021;Ke & Xu, 2020). ...
Augmented and virtual reality technologies are rapidly transforming the engineering profession, provid�ing new opportunities for training and skills development. This chapter explores the potential of these
technologies for engineering education, examining their benefits and challenges, ethical and privacy
concerns, and the need for standards and guidelines to ensure their safety. AR and VR can improve
efficiency, reduce costs, and enable engineers to work more collaboratively. Some potential risks and
ethical issues to consider include privacy concerns. Safety concerns, as AR and VR can have a strong
impact on the user's perception of reality, leading to accidents and injuries if not used responsibly. Social
isolation, which is the immersive nature of AR and VR, can lead to users being cut off from the real world
and spending more time in a virtual environment. It also provides an overview of current applications
of AR and VR in engineering, highlighting the growing use of these technologies in industries such as
civil engineering, mechanical engineering, and electrical engineering.
... Although the literature generally supports the use of VR in education, there are conflicting findings regarding its effectiveness. For example, Fischer et al. (2021) found that VR significantly improved student engagement and understanding in the short term but questioned its long-term impact on learning outcomes. In contrast, Goi (2024) argued that VR has the potential to foster long-term skill retention and creativity provided that it is integrated into a well-rounded pedagogical framework. ...
This study investigated the application of information technology—specifically, virtual reality (VR)—in environmental art design education. With the rapid advancement of information technologies, VR offers novel opportunities for enhancing the quality of teaching and learning in the field of environmental art and design. This research focused on the development of a teaching model that integrates VR technology, exploring its potential to improve students’ design skills, foster innovative thinking, and enhance teaching effectiveness. The findings indicate that VR significantly boosts student engagement and interest while also promoting the development of design thinking and practical skills. This study not only demonstrates the positive impact of VR on environmental art design education but also provides valuable insights for future educational innovations. As technology continues to evolve, the VR-based teaching model is poised to become a mainstream method in the field of environmental art design education.
... Implementing VR in learning and teaching encounters two main challenges. Firstly, its effectiveness varies greatly depending on the pedagogical context [7]. Secondly, there is still significant work required to establish standards, best practices, and validated metrics for assessing the impact of 3D/VR, both pedagogically and in research [8], [9]. ...
The research presents the benefits of integration of Virtual Reality technology as element of the challenge-based teaching methodology in educational settings to optimize student learning outcomes within the Smart City program. The study aims to explore the synergistic effects of combining immersive Virtual Reality environments with structured challenges as a pedagogical approach. The article provides a comprehensive analysis of the theoretical foundations and practical implications of implementing the innovative educational strategy.
The challenge-based approach engaged students in authentic problem-solving scenarios, promoting critical thinking, collaboration, and creativity. The Virtual Reality (VR) and Augmented Reality (AR) technologies were used particularly for visualizing outcomes students achieve solving real life challenges.
In addressing transportation challenges, the article details the creation of environmental and transport models, encompassing aspects like traffic jams, road infrastructure changes, pollution, COVID impact and the influence of land use. Additionally, the article delves into the citizen's vulnerability challenge within smart cities, focusing on climate change impacts on urban inhabitants.
... In contrast, the VR-Simulator group exhibited a more balanced and lower level of boredom, with skewness close to zero (-0.2) and lower kurtosis (-0.5). Overall, these outcomes indicate that the VR-Simulator understanding was more engaging, producing higher positive emotions and lower negative emotions and boredom than the traditional Non-VR museum tour (Fischer, Arnold, Philippe, Dyrna, & Jung, 2021). It keeps the possibility of VR simulations to improve user knowledge in cultural heritage sites. ...
Highlights: The proposed analysis develops a virtual reality (VR)simulator for the Museum of India to enhance heritage preservation efforts. The Emotion questionnaire validates the impact of virtual museum tours on emotional states, including positive, negative, and boredom, compared to traditional methods. Immersive VR significantly enhanced user experience, and the VR-simulator system showed a more effective positive impact and reduced adverse effects compared to the non-VR group. Abstract: Cultural heritage currently has a significant social and economic impact on a global scale. This study evaluates user experience in cultural heritage through virtual reality (VR). While previous research has explored the use of digital technologies in museums, there needs to be a greater understanding of VR's effects on user engagement, emotional connection, and knowledge retention within heritage contexts. This study developed a VR-Simulator for the Le-Corbusier Museum, Chandigarh, India, also called VRSLM, and accessed the impact and emotions of participants using the Achievement Emotion Questionnaire (AEQ). VR-Simulator provides participants with an immersive and interactive museum experience using a Mobile-VR headset. The study includes historical analysis, 3D visualization creation, multimedia integration, Unity, VR environment development, and deployment as an IRUSU Play VR app. VRSLM framework was evaluated with 40 participants, divided into two equal groups: VR-Simulator and Non-VR. They were asked to visit the museum using VR and traditional methods. The impact of the VRSLM system was measured by applying a statistical test and comparing it with the non-VR group. The results indicated that the VR-Simulator group had more positive emotions than the non-VR group. The overall mean score of the positive emotion factors was (M=4.2 vs. M=2.6), the negative score was (M=2.0 vs. M=2.5), and the boredom emotion factor scored (M=3.1 vs. M= 2.6), of VR-simulator and non-VR-group-respectively. T-tests and factor analyses were also applied to find out the impact of VR, indicating a significant difference between the groups regarding users' emotions and engagement effects on the participants. The findings suggest that VR simulations significantly improve user engagement and create a more positive impact in immersive environment than traditional methods. These results offer valuable insights for museums, curators, and heritage sites, suggesting that VR can revolutionize heritage experiences by deepening visitor understanding. VRSLM framework was evaluated with 40 participants, divided into two equal groups: VR-Simulator and Non-VR. They were asked to visit the museum using VR and traditional methods. The impact of the VRSLM system was measured by applying a statistical test and comparing it with the non-VR group. The results indicated that the VR-Simulator group had more positive emotions than the non-VR group. The overall mean score of the positive emotion factors was (M=4.25 vs. M=2.60), the negative score was (M=2.02 vs. M=2.57), and the boredom emotion factor scored (M=3.12 vs. M= 2.68), of VR-Simulator and non-VR-group-respectively. T-tests and factor analyses were also applied to find out the impact of VR, indicating a significant difference between the groups regarding users' emotions and engagement effects on the participants. The findings suggest that VR-Simulator significantly improve user engagement and create a more immersive learning environment than traditional methods. These results offer valuable insights for museums, curators, and heritage sites, suggesting that VR can revolutionize heritage experiences by deepening visitor understanding.
... Additionally, pedagogical guidelines for teachers could be developed to help create a smoother experience (Fischer et al., 2021). For example, recommendations on how teachers should approach implementation before, during and after the VR experience might be helpful. ...
One discussion in the context of education for sustainable development centers around the importance of suitable teaching materials for promoting pro-environmental attitudes. Especially applications that let learners travel to otherwise difficult to reach places seem promising for digital sustainability education that is both accessible and socially just. Applications for German-speaking learners are however rare, and it has often not been checked whether those that exist are fit for classroom use. Therefore, this paper focuses on an investigation of the Virtual Reality (VR) learning application "On Biodiversity’s Tracks", developed by greenpeace, with a focus on the environment of the Amazon rainforest. In an experimental study, (1) VR-based and (2) traditional lesson conditions were compared in terms of their effects on self-appraisal of knowledge, interest, and attitude. Pre- and post-questionnaires were used to uncover between-subject and within-subject effects. 172 students at eight secondary schools in Germany were recruited. The results revealed that both experimental conditions were effective regarding increase of self-appraised knowledge. An increase in interest was barely found in either condition. Changes at the attitudinal level could mostly not be discovered. Further analyses highlighted that, unlike the experimental conditions, there were significant differences in self-rated learning outcomes between the types of schools. In general, our results indicate that VR learning applications can contribute to the teaching of topics such as sustainability and biodiversity in a target group-oriented and meaningful way. However, further research is needed to adequately assess VR learning effectiveness, especially regarding affective learning outcomes, due to their importance for sustainable behaviors of subsequent generations.
... This study indicates that VR has the potential to successfully facilitate and enhance group study. Based on the findings of (Fischer et al., 2021), the main results suggest that a learner's position in a virtual classroom impacts the teacher's focus during instruction in virtual and collaborative learning environments, as well as on social interactions. Additionally, research demonstrates that the close proximity of VR equipment to the instructor in a laboratory improves the efficacy of student learning (Yoo & Blandford, 2022, pp. ...
Immersive technology, especially virtual reality (VR), transforms education. It offers immersive and interactive learning experiences. This study presents a systematic review focusing on VR’s integration with educational theories in higher education. The review evaluates the literature on VR applications combined with pedagogical frameworks. It aims to identify effective strategies for enhancing educational experiences through VR. The process involved analyzing studies about VR and educational theories, focusing on methodologies, outcomes, and effectiveness. Findings show that VR improves learning outcomes when aligned with theories such as constructivism, experiential learning, and collaborative learning. These integrations offer personalized, immersive, and interactive learning experiences. The study highlights the importance of incorporating educational principles into VR application development. It suggests a promising direction for future research and implementation in education. This approach aims to maximize VR’s pedagogical value, enhancing learning outcomes across educational settings.
[EN] For decades, professional discourse on the use of VR-based learning environments in education has often emphasized their opportunities over their limitations in a rather unsystematic way. The present article applies a framework to systematize examples of the advantages and disadvantages of such learning scenarios, with particular focus on the didactic, economic and technological dimensions. It further describes a practical use case that attempts to exploit the potentials of using VR-based learning environments for educational purposes while adequately addressing its challenges.
[DE] Der jahrzehntelange fachliche Diskurs zum Einsatz von VR-basierten Lernumgebungen im Bildungsbereich stellt dessen Chancen gegenüber seinen Grenzen oft bevorzugt und eher unsystematisch da. Der vorliegende Beitrag wendet einen Bezugsrahmen an, um die Vor-und Nachteile solcher Lernszenarien insbesondere auf didaktischer, ökonomischer und technologischer Ebene exemplarisch zu systematisieren. Weiterhin wird ein praktischer Anwendungsfall beschrieben, der versucht, die Potenziale des Einsatzes von VR-basierten Lernumgebungen für Lehr- bzw. Lernzwecke zu nutzen und gleichzeitig seinen Herausforderungen angemessen zu begegnen.
The use of head-mounted displays (HMD) for virtual reality (VR) application-based purposes including therapy, rehabilitation, and training is increasing. Despite advancements in VR technologies, many users still experience sickness symptoms. VR sickness may be influenced by technological differences within HMDs such as resolution and refresh rate, however, VR content also plays a significant role. The primary objective of this systematic review and meta-analysis was to examine the literature on HMDs that report Simulator Sickness Questionnaire (SSQ) scores to determine the impact of content. User factors associated with VR sickness were also examined. A systematic search was conducted according to PRISMA guidelines. Fifty-five articles met inclusion criteria, representing 3,016 participants (mean age range 19.5–80; 41% female). Findings show gaming content recorded the highest total SSQ mean 34.26 (95%CI 29.57–38.95). VR sickness profiles were also influenced by visual stimulation, locomotion and exposure times. Older samples (mean age ≥35 years) scored significantly lower total SSQ means than younger samples, however, these findings are based on a small evidence base as a limited number of studies included older users. No sex differences were found. Across all types of content, the pooled total SSQ mean was relatively high 28.00 (95%CI 24.66–31.35) compared with recommended SSQ cut-off scores. These findings are of relevance for informing future research and the application of VR in different contexts.
Knowledge production within the field of business research is accelerating at a tremendous speed while at the same time remaining fragmented and interdisciplinary. This makes it hard to keep up with state-of-the-art and to be at the forefront of research, as well as to assess the collective evidence in a particular area of business research. This is why the literature review as a research method is more relevant than ever. Traditional literature reviews often lack thoroughness and rigor and are conducted ad hoc, rather than following a specific methodology. Therefore, questions can be raised about the quality and trustworthiness of these types of reviews. This paper discusses literature review as a methodology for conducting research and offers an overview of different types of reviews, as well as some guidelines to how to both conduct and evaluate a literature review paper. It also discusses common pitfalls and how to get literature reviews published.
Over a decade of research on the Proteus effect in numerous contexts suggests that people conform in behavior and attitudes to their avatars’ characteristics. In order to provide clarity about the reliability and size of the Proteus effect, a meta-analysis was conducted with 46 quantitative experimental studies in which avatars with specific characteristics were randomly assigned to participants. Results indicate a relatively consistent effect size (between .22 and .26, depending on subset of studies examined) and nearly all variance explained. Unexplained variance differed between studies that used behavioral or attitudinal measures, while studies which examined potential moderators explained all variance. Overall, this research suggests that the Proteus effect is a reliable phenomenon, with a small-but-approaching-medium effect size according to a traditional rule of thumb, but is relatively large compared to other digital media effects examined in previous meta analyses.
Several disciplines have investigated the interconnected empathic abilities behind the proverb “to walk a mile in someone else’s shoes” to determine how the presence, and absence, of empathy-related phenomena affect prosocial behavior and intergroup relations. Empathy enables us to learn from others’ pain and to know when to offer support. Similarly, virtual reality (VR) appears to allow individuals to step into someone else’s shoes, through a perceptual illusion called embodiment, or the body ownership illusion. Considering these perspectives, we propose a theoretical analysis of different mechanisms of empathic practices in order to define a possible framework for the design of empathic training in VR. This is not intended to be an extensive review of all types of practices, but an exploration of empathy and empathy-related phenomena. Empathy-related training practices are analyzed and categorized. We also identify different variables used by pioneer studies in VR to promote empathy-related responses. Finally, we propose strategies for using embodied VR technology to train specific empathy-related abilities.
p>This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students’ learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students’ knowledge acquisition. Stakeholders in the educational role of technology include students, faculty members, institutions, and manufacturers. While the benefits of such technologies are still under investigation, the technology landscape offers opportunities to enhance face-to-face and online teaching, including contributions in the understanding of abstract concepts and training in real environments and situations. Barriers to technology use involve limited adoption of augmented and virtual reality technologies, and, more directly, necessary training of teachers in using such technologies within meaningful educational contexts. The author proposes a six-step methodology to aid adoption of these technologies as basic elements within the regular education: training teachers; developing conceptual prototypes; teamwork involving the teacher, a technical programmer, and an educational architect; and producing the experience, which then provides results in the subsequent two phases wherein teachers are trained to apply augmented- and virtual-reality solutions within their teaching methodology using an available subject-specific experience and then finally implementing the use of the experience in a regular subject with students. The essay concludes with discussion of the business opportunities facing virtual reality in face-to-face education as well as augmented and virtual reality in online education.</p