A Framework for the Use of Immersive Virtual Reality in Learning Environments

Mulders, Miriam; Buchner, Josef; Kerres, Michael

doi:10.3991/ijet.v15i24.16615

Cited by 127 publications

(76 citation statements)

References 74 publications

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“…By directly applying one learning type with the same learning pattern, this contributed to eliminating some parts of the intellectual skills and craft skills. Furthermore, this directly affected the learning effectiveness of the three-dimensional images for the students, including the learners who were not prepared in the long term for practicing designing work after graduation [42][43]. Therefore, provided that the instructors applied an integration of the learning patterns of active learning and childcentered learning, this would fully generate the perfection to level up the knowledge and craft skills for the learners, including create interest with high effectiveness.…”

Section: Discussionmentioning

confidence: 99%

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

Egwutvongsa

Seviset

2021

Int. J. Emerg. Technol. Learn.

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This research conducted a comparison of the learning results for the creation of three-dimensional images between active learning and child-centered education. The population and group sampling comprised 90 freshmen students in the Design Education program of King Mongkut’s Institute of Technology Ladkrabang during the Academic Year 2019-2020. Similarly, the population was classified from the selection of systematic random sampling with 45 people for active learning and 45 people for child-centered education. In addition, the research tool used in this research was knowledge and skills test for the students, which was an appropriate test with the simplicity and ability to categorize, accordingly (P = .64; r = .62). The results showed that the students who were studying active learning had higher scores than those studying child-centered education, which had a statistical significance of .05. This case brought the positive features of each of the two methods to be integrated as mixed learning that would also be suitable for the study program of the students. As a result, it was found that the pretest and t post-test had a correlation (Sig. = 0.000) in a positive direction (r = 0.492), as well as displayed the post-test scores at a higher level than the pretest scores, thus having a statistical significance level of .05.

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Section: Discussionmentioning

confidence: 99%

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

Egwutvongsa

Seviset

2021

Int. J. Emerg. Technol. Learn.

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“…1.1.4. Instructional Design and Learning Outcomes 360 • artifacts represent media whose successful use in learning contexts depends on consideration of instructional design principles for immersive media, e.g., [35,36]. For example, Petersen et al [27] investigate an immersive VFT based on a non-interactive 360 • video in a climate change learning activity.…”

Section: Fields Of Applicationmentioning

confidence: 99%

360°-Based Virtual Field Trips to Waterworks in Higher Education

et al. 2021

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360° models are a form of virtual reality (VR) that allow the viewer to view and explore a photorealistic object from multiple locations within the model. Hence, 360° models are an option to perform virtual field trips (VFT) independent of time and location. Thanks to recent technical progress, 360° models are creatable with little effort. Due to their characteristics of visualization and explorability, 360° models appear as excellent learning tools, especially when additional didactic features, such as annotations, are used. The subject of this explorative field study is a 360° model of a waterworks that has been annotated for learning purposes. Data are collected from a total of 55 learners in four cohorts from study programs in environmental engineering and urban studies using a questionnaire that included standardized measurement instruments on motivation, emotion, and usability. Furthermore, the eight learners of cohort 1 are surveyed using semi-structured interviews on learning, operation and features of the 360° model. Overall, a very positive view on learning suitability of 360° models in VFTs is revealed. In addition, further potential for development of the 360° model could be identified. The results indicate that VTFs based on 360° models might be valuable learning tools, because of their applicability without great effort on the part of either the lecturers or the students. VFTs based on 360° models might serve as a supplement to conventional learning activities or in self-directed learning activities.

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“…Therefore, Mulders et al provide a framework for the use of iVR in the learning environment based on the Multimedia Learning Cognitive Theory (CTML). It outlines how to design the iVR learning environment according to the current knowledge of multimedia learning research [8]. The Jagger et al study evaluated the effectiveness of visual case exercises provided to undergraduates in two British universities in the form of 3D immersive games as part of the mandatory business ethics module.…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Immersive Virtual Reality Physical Education Instructional Patterns on the Foundation of Vision Sensor

2021

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The creation of visual settings using avatar technology is the initial implementation of a voxel in the reporting context. This article is aimed at demonstrating the important role of a virtual reality immersive physical education model in current physical education and analyzing the immersive virtual reality physical education model. Relying on the mature VR virtual reality technology to establish a virtual simulation experiment platform, the application value in the education field is also reflected in the saving of experimental teaching costs. A complete set of VR teaching courseware also satisfies the functions of teaching training and assessment and is used repeatedly to maximize the value of utilization. This research mainly introduces the content of the optimization of the teaching method of the course combined with virtual reality technology. In order to make the data more convincing, reference literature and data in recent years have been referred to around immersive teaching. The first part is the discussion of immersive teaching, which includes the research of virtual immersive classroom teaching. The second part is a separate analysis of virtual reality technology. The third part is the practical exercise based on the first two parts; that is, from the learning effect and attitude of the student as the main body, the theoretical basis of the two parts on visual sensors and immersive virtual reality physical education teaching is transformed into real practice teaching. In the experiment part, in order to demonstrate the effectiveness and support of immersive virtual teaching, on the one hand, we started with the teaching of teachers, and on the other hand, we carried out investigations from the aspects of students’ learning. The desktop virtual environment teaching method is compared with the existing classroom teaching methods. The image processing and image analysis of the virtual reality technology are combined with the image gray level of the three-dimensional image to analyze the multitask algorithm of the vision sensor. The feasibility of immersive virtual teaching was verified. Research data shows that the 10 students participating in the experiment gave a score of 7.9 for the target attitude of immersive virtual reality physical education. Students’ interest in learning will increase, and efficiency will also be greatly improved. VR can not only provide students with a new learning experience but also be used to strengthen teachers’ teaching skills. Because VR can simulate a real teaching environment, teachers can use this set of tools to try new course materials and improve classroom management capabilities.

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A Framework for the Use of Immersive Virtual Reality in Learning Environments

Cited by 127 publications

References 74 publications

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

360°-Based Virtual Field Trips to Waterworks in Higher Education

[Retracted] Immersive Virtual Reality Physical Education Instructional Patterns on the Foundation of Vision Sensor

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