A virtual reality classroom to teach and explore crystal solid state structures

Stella, Erica; Agosti, Isabella; Blas, Nicoletta Di; Finazzi, Marco; Lanzi, Pier Luca; Loiacono, Daniele

doi:10.1007/s11042-022-13410-0

Cited by 9 publications

(4 citation statements)

References 64 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The user experience survey responses, as illustrated in Figure , provide evidence of the perceived benefits of the VR module in enhancing conceptual understanding and spatial comprehension, aligning with past literature. ,,,,,,,− The results also indicate the potential of VR as a supplementary teaching tool. For questions 1, 2, and 3, which assessed the helpfulness of VR in enhancing crystallographic comprehension, comparison of VR with 2D PPT slides for spatial comprehension, and effectiveness of VR as a supplementary teaching tool, respectively, the responses displayed a distribution clearly skewed toward the right, which hints toward the collective acceptance of Crystal Vision as a VR game in effectively teaching crystallography.…”

Section: Resultsmentioning

confidence: 99%

“…However, given the small number of participants, additional studies with a larger set of students should be conducted to verify the results. In a different study conducted by Stella et al, 47 a VR classroom was created to teach crystal solid-state structures, where users can get an inside view of a crystal, rotate and visualize its bonds, and examine planes corresponding to different Miller indices. The study included 30 students who took part in the VR activity and were then asked to answer a questionnaire.…”

Section: ■ Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing Learning Outcomes for Materials Crystallography via Virtual Reality: Role of User Comfort and Game Design

Bejjarapu,

Chen,

et al. 2024

J. Chem. Educ.

View full text Add to dashboard Cite

Recent advancements in computer graphics and hardware have driven the resurgence of virtual reality (VR). Past literature has reported the use of VR in education, especially for teaching spatially complex concepts. However, there are limited data available on the precise role of VR game design elements. In this study, we introduce a new VR game, Crystal Vision, which is designed to teach basic crystallographic concepts to undergraduate students. By systematically testing this VR game on a set of 84 students, we find that a VR-based intervention resulted in a 9% increase in their quiz scores (from 7.45 ± 0.16 to 8.12 ± 0.16) and a simultaneous 19% decrease in their quiz completion times (from 7.39 ± 0.24 to 5.98 ± 0.26 min). Finally, we find that a majority of students who felt comfortable while moving through the game indicated a higher level of agreement on most of the survey questions, indicating that user comfort within a VR game plays a significant role in influencing student learning outcomes.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: ■ Literature Reviewmentioning

confidence: 99%

Enhancing Learning Outcomes for Materials Crystallography via Virtual Reality: Role of User Comfort and Game Design

Bejjarapu,

Chen,

et al. 2024

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…In one paper [133], researchers studied the real-time interaction between teachers and students in construction teaching using VR from a teaching perspective. Another work [134] also focused on teaching perspective to design VR-based lectures to enhance teacher-student interaction and after-class activities. Further work is required to analyze the interaction from a student perspective.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of the Design of Serious Games for Innovative Learning: Augmented Reality, Virtual Reality, or Mixed Reality?

Lee,

Wei,

Chui

et al. 2024

Electronics

View full text Add to dashboard Cite

The recent integration of educational technologies and emerging learning approaches into education systems has been driven largely by the pandemic. This paper conducts a systematic review and delves into the new wave of research on serious games designed for innovative learning using augmented reality (AR), virtual reality (VR), and mixed reality (MR). The review was referenced to the review protocol, PRISMA 2020. Using the Scopus Database with a time filter from 2007 to 2023 (27 July), we searched 329 articles and shortlisted 273 relevant studies. Notably, European countries contributed the most (62.9%) to this research area. Among the most frequent keywords, VR (90.9%) was commonly used in AR/VR/MR, while e-learning (95.3%) was among the popular innovative learning approaches. Further research studies are needed to employ AR and MR technologies, as well as other innovative learning approaches, to enable performance evaluation and comparison of various educational technologies and learning approaches. We conducted an in-depth analysis of the relevant studies and their basic characteristics. Additionally, we introduced 15 essential and recently published AR/VR/MR standards to ensure better reliability, quality, and safety of architectures, systems, products, services, and processes. To facilitate performance evaluation and analysis, we surveyed 15 recently published benchmark education datasets. This review suggested four future research directions, including multisensory experiences, generative artificial intelligence, personalization and customization, and real-time interaction.

show abstract

“…In recent years, consumer Virtual Reality (VR) devices have become more affordable, introducing a consistent number of users to this technology [5]. Accordingly, VR has been applied to training and learning in many fields, as well as industrial processes [6,7], cultural 2 of 20 heritage [8,9], military training [7], surgery [10], and geography [11], physics [12] and language learning [13][14][15][16][17][18][19][20][21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

Design Recommendations for Immersive Virtual Reality Application for English Learning: A Systematic Review

Esteves,

Cardoso,

Gonçalves

2023

Computers

View full text Add to dashboard Cite

The growing popularity of immersive virtual reality (iVR) technologies has opened up new possibilities for learning English. In the literature, it is possible to find several studies focused on the design, development, and evaluation of immersive virtual reality applications. However, there are no studies that systematize design recommendations for immersive virtual reality applications for English learning. To fill this gap, we present a systematic review that aims to identify design recommendations for immersive virtual reality English learning applications. We searched the ACM Digital Library, ERIC, IEEE Xplore, Scopus, and Web of Science (1 January 2010 to April 2023) and found that 24 out of 847 articles met the inclusion criteria. We identified 18 categories of design considerations related to design and learning and a design process used to create iVR applications. We also identified existing trends related to universities, publications, devices, human senses, and development platforms. Finally, we addressed study limitations and future directions for designing iVR applications for English learning.

show abstract

A virtual reality classroom to teach and explore crystal solid state structures

Cited by 9 publications

References 64 publications

Enhancing Learning Outcomes for Materials Crystallography via Virtual Reality: Role of User Comfort and Game Design

Enhancing Learning Outcomes for Materials Crystallography via Virtual Reality: Role of User Comfort and Game Design

A Systematic Review of the Design of Serious Games for Innovative Learning: Augmented Reality, Virtual Reality, or Mixed Reality?

Design Recommendations for Immersive Virtual Reality Application for English Learning: A Systematic Review

Contact Info

Product

Resources

About