A Constructivist Desktop Virtual Reality-Based Approach to Learning in a Higher Education Institution

Abstract

Virtual reality (VR) technology has recently started shaping learning, especially language learning, with the aim of immersing learners into a VR learning environment. However, because of the high system cost of fully immersive VR, desktop VR has been implemented and preferred in educational settings. Based on a constructivist approach, desktop VR has drawn attention to the need for learner autonomy and an authentic VR learning environment. Therefore, this chapter describes empirical research on desktop VR-based learning using a constructivist approach. The research examined university students' interaction and perceptions of learning in this kind of learning environment. Based on the empirical findings gathered from observations and interviews, this chapter has aimed to discuss not only the issues observed both in previous studies and in this chapter, but also additional issues such as scaffolding, self-paced learning, collaboration, and learner differences in order for learning to occur in a well-designed desktop VR learning environment.

(Dis)Engagement and Usefulness:

“…One example of low-immersive VR that enables students to overcome physical separation and feel immersed when learning (Berti, 2020;Meri-Yilan, 2019) is the desktop version of ImmerseMe (n.d.), a virtual 360° environment with filmed native speakers as CAs in photorealistic representations of everyday-life scenarios. This system's design aligns with active student-centered learning, encouraging students to take responsibility for their construction of learning through progression at their own pace (Meri-Yilan, 2019;Soto et al, 2020). Such variability could facilitate student spoken language learning on their own individual level, and important facet to explore in developing target language development practices (Håkansson Ramberg & Bøhn, 2023).…”

“…In their teaching, the Swedish language teachers face, for instance, big groups, lack of time, students' unwillingness to speak, and lack of natural contact with native speakers of the target language. We suggest this experienced lack of meaningful speaking practice with instant and individual feedback in the classroom and the students' inability to use the target language independently in everyday life might be changed with the introduction of emerging speech technologies for practicing speaking skills in a virtual learning environment (Meri-Yilan, 2019).…”

“…Virtual 360° environments, or computer-generated videos for physical presence in real or imagined environments for language learning, enable opportunities to interact orally face-to-face in simulated everyday-life scenarios with pre-recorded speakers of the target language (Berti, 2020). This video-based virtual reality (VR) technology promotes students to practice anytime and anywhere in simulated authentic places and situations (Golonka et al, 2014;Meri-Yilan, 2019;Mills, 2021). VR is a technology that offers simulated environments with varied and individualized learning opportunities in authentic learning situations that students can experience as real (Sun, 2017;Yang, et al, 2020).…”

“…Additionally, these technologies are beneficial for vocabulary development, listening skills (Soto et al, 2020), oral comprehensibility (Thrasher, 2022) and provide cultural awareness (Meri-Yilan, 2019) in meaningful (Mills, 2021) and "culturally authentic" speaking activities (Berti, 2020, p.327).…”

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

“…Furthermore, during student ward practice, there is insu cient time at clinical sites due to a decrease in number and length of hospitalization of surgery patients (13). To help overcome some of these challenges in the educational setting, one possible solution is to use desktop virtual reality (VR) (14,15).…”