Applying design-based research for developing virtual reality training in the South African mining industry

Wyk, Etienne van; Villiers, Ruth de

doi:10.1145/2664591.2664627

Cited by 9 publications

(7 citation statements)

References 32 publications

(44 reference statements)

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“…This research was designed based on the synthesized design based research model developed by Van Wyk and De Villiers (2014) on the basis of the principles of the design based research method (McKenney & Reeves, 2012). The research consists of two meso cycles and the micro cycles of "problem analysis", "solution design", "solution development",…”

Section: Methodsmentioning

confidence: 99%

“…Baki and Çakıroğlu (2010) stated that the inclusion of learning objects in the educational process had led to redefinition of the teaching styles of the educators and the learning styles of the learners. Learning objects emerged as a key strategy for the creation, sharing and convenient dissemination of learning resources in the 1990s (Gordillo, Barra, & Quemada, 2017;Wiley, 2000). These objects can be used repeatedly in alternative contexts to scaffold specific learning objectives (Becerra, Astudillo, & Mendoza, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Design, Development and Evaluation of New Generation Learning Objects for Vocational Education

Özkök

Yilmaz

2020

Journal of Computer and Education Research

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In this study, it is aimed to model the development process of the new generation learning object for vocational education students. The research, which was designed with a synthesized design-based research method, was carried out in two meso cycles. The sequentially structured development process in the first cycle was rearranged in a spiral structure in the second cycle. Implementation process was carried out in collaboration with Information Technology and Mathematics teachers. 25 11th grade students without coding experience participated in the research during the Fall and Spring semesters of 2018-2019 academic year. During the development process, the students' perception of quality towards the learning object was evaluated with the Learning Object Quality Rubric and student interview form. It is believed that the research differs from the relevant studies in the literature since it provides a comprehensive process model for contributing to the quality levels of the new generation learning object development process.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Design, Development and Evaluation of New Generation Learning Objects for Vocational Education

Özkök

Yilmaz

2020

Journal of Computer and Education Research

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“…The article is explorative in its nature, and the problem cloud identification and problem position inside the problem cloud is lacking, building mostly only from previous research on the field. van Wyk et al [24] used a DBRbased research approach to develop VRLE for the mining industry. van Wyk presents a new DBR-based model where the first stage is "Problem analysis within context".…”

Section: Previous Researchmentioning

confidence: 99%

Problem Space Identification for Developing Virtual Reality Learning Environments

Lähtevänoja¹,

Holopainen²,

Mattila³

et al. 2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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Our study argues that the extant literature on virtual reality-based learning environments (VRLEs) currently lacks proper definitions and context descriptions for a problem space, which is fundamental for conducting design science research (DSR). Without properly conducted problem space identification, the most pivotal problems cannot be identified resulting solutions lacking validity and unreliable evaluations. This is a major challenge for the DSR in the educational field, but also for the research on VRLEs. The purpose of this paper is to introduce a novel DSR method to support rigorous problem space identification, which would allow rigorous and profound problem space analysis. The instantiation of our method is depicted with a VRLE development project. In the problem space identification-process we adopt the concepts of selfdetermination theory and learning path to study and consider individual and a system level of the current VRLE artifact. This theoretical lens enables us to identify the problem space for VRLEs and also suggest how the to-be-developed artifact to be later evaluated. This paper contributes by introducing a general problem space identification for VRLEs and a DSR method to guide the future DSR in the educational field.

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“…This study was carried out using a synthesised generic design-based research model [Van Wyk and de Villiers 2014] Phase 1: The flexible and iterative structure of this research process began with a problem analysis within a real-world context. A literature review was conducted to understand the problem within the authentic context and to generate the development requirements.…”

Section: Research Model and Designmentioning

confidence: 99%

Fostering Computational Thinking Through Data Visualization and Design on Secondary School Students

Özkök¹

2021

jucs

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This research aims to model the process of data visualization (DV) and design to facilitate computational thinking (CT) of secondary-level students. As an interdisciplinary method for visualizing complex data, creating data visualizations requires learners to analyze data from knowledge of pure and applied science. This study investigates creating DV to facilitate CT as an interdisciplinary method which combines mathematics and information technology. The study was carried out using synthesised design-based research (DBR) method by conducting two cycles comprised of five phases: problem analysis within real-life context, design solution, develop solution, evaluate in practice and reflection. CT dimensions (decomposition, pattern recognition, abstraction, and algorithm design) were tested by using the Computational Thinking through Data Visualization Rubric and reflection form acquired during implementation. The sample consisted of secondary school students in the data visualization creation process with 27 in the first cycle and 31 in the second cycle. This research proposes a model to facilitate development of CT by DV with the analysis of complex data, creating an effective method by enabling analytics and visualizing data. The proposed DV development process facilitating CT has the potential to inform research on interdisciplinary learning environments.

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Applying design-based research for developing virtual reality training in the South African mining industry

Cited by 9 publications

References 32 publications

Design, Development and Evaluation of New Generation Learning Objects for Vocational Education

Design, Development and Evaluation of New Generation Learning Objects for Vocational Education

Problem Space Identification for Developing Virtual Reality Learning Environments

Fostering Computational Thinking Through Data Visualization and Design on Secondary School Students

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