Affordances of Virtual Reality for Collaborative Learning

Zheng, Ling; Xie, Tao; Liu, Geping

doi:10.1109/icime.2018.00011

Cited by 31 publications

(20 citation statements)

References 7 publications

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“…The most common categorization of these skills is intrapersonal, cognitive and interpersonal, the last referring to various communication skills. According to many VLE affordance studies, communication and interaction affordances can be provided by VLEs [32,36,14]. However, as discovered in our study, communication and interaction affordances were found merely resulting from more latent factors such as creativity and practicality.…”

Section: Discussionsupporting

confidence: 43%

“…Teaching and training interpersonal i.e. communication skills are found to be very demanding in higher education but some technological solutions enabling various learning activities might promote these [36,14]. Our results suggest that in those course designs, the objectives should perhaps consider developing creativity and practicability more so than interpersonal / communication skills.…”

Section: Discussionmentioning

confidence: 96%

“…[16,40] referring to "adapting and applying new ideas into practice". Modelling and presenting contents and spaces as well as allowing interactions in VR [36] is a way to do this, so that users can rehearse adapting and applying things. According to the research, people are less uninhibited to take actions in VR than in real-life [29,31], so rehearsing and repeating in VR could also lower the threshold to take action in real-life.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, VRLE interactivity contributes to perceived compatibility but having no correlation to the intention to learn. Zheng et al [36] studied affordance for collaborative learning as outcome. They build their findings based on a literature review and suggest that interaction, imagination and immersion are the technological features creating actions such as social interaction, knowledge construction and resource sharing.…”

Section: Literature Reviewmentioning

confidence: 99%

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Applying Affordances Scale as a Design Method – Case Virtual Reality Course Design

Holopainen¹,

Lähtevänoja²,

Sandström³

et al. 2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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Practitioners including designers and teachers developing Virtual Reality (VR) courses are facing a question regarding the strengths and subject areas in which VR-enriched courses might have the highest potential compared to conventional courses. The present study develops a survey scale to assess and match industry managers' requirements for skills for working life. The same scale was surveyed among two different groups of higher education students participating in conventional courses and a VR-aided course. The results indicate that the industry requirements were higher than met by the both course types. However, the results highlight a set of skills for which the VR courses have the highest potential compared to conventional courses. These skills include self-monitoring, independent thinking and understanding, adapting and applying new ideas into practice as well as creativity as a latent class theme. The paper discusses example designs based on these skills whose development is suggested to be included in the future VR course designs.

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Section: Discussionsupporting

confidence: 43%

Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Applying Affordances Scale as a Design Method – Case Virtual Reality Course Design

Holopainen¹,

Lähtevänoja²,

Sandström³

et al. 2021

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

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“…Immersion can help learning by reducing external distractions [9], [13], [14]. VR is also said to elaborate problemsolving capability and to improve learning engagement [15]. Kulik et al [16] suggest that virtual learning should be highly interactive because people learn by doing.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality in Competence Recognition for Immigrants

Kauppinen¹,

Drake²

2020

INTED Proceedings

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VR (Virtual Reality) has been a trending technology in the recent years. It is already widely used, for example, in the fields of entertainment and design. The utilization of VR has also been explored from educational viewpoint in, for example simulation training in aviation and design and modelling in engineering while much of the current research focuses on the area of medicine.From educational viewpoint, VR is also a promising tool for competence recognition, since it provides a way to create interactive virtual twins (virtual counterparts) of the real-life environments, objects and people as well as of the person whose competences are to be recognized. This way, it is possible to show and recognize the competencies such as the vocational ones needed in the working life by doing tasks where the competencies in question are actually used. The VR environment with the necessary digital twins can also provide guidance as needed. In addition, the environment can be designed as language independent relying non-linguistic methods, for example visuals instead of text, which helps to show and recognize competencies in situations where language barrier exists.In this paper, we explore the possibilities in using VR in competence recognition for immigrants. The background for this is that immigrants will play a significant role in maintaining an adequate level of Finland's working-age population, since four out of five foreigners living in Finland are of working age. However, the employment rate of working-age immigrants is considerably lower than that of the general population and one of the biggest obstacles to employing immigrants is a lack of language skills. We present a way for developing a competence recognition model using VR to employ immigrants in a particular field. We will use work in the restaurant field as an example case and discuss what kind of competence recognition model best serves companies in this field in finding the persons with proper expertise.

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