Applying Situated Learning in a Virtual Reality System to Enhance Learning Motivation

Huang, Huang; Liaw, Shu­-Sheng

doi:10.7763/ijiet.2011.v1.48

Cited by 28 publications

(18 citation statements)

References 10 publications

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“…Despite the effectiveness of VR training on improving student motivation being well studied (Makransky et al, 2019), most articles considered the improvement of student motivation was mainly due to the gaming features of the VR content (Hu‐Au & Lee, 2018). Huang and Liaw (2011) explained that VR features and perceived usefulness variables were predictors for situated learning and motivation to learn, however not many articles considered the relationship between learning content and motivation for practical VR training. The current study indicated that the training content was important to enhance trainee motivation.…”

Section: Discussionmentioning

confidence: 99%

Application of virtual reality (VR) technology for medical practitioners in type and screen (T&S) training

Tang

Chia

et al. 2020

Computer Assisted Learning

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Nowadays, patients' safety is the top priority for medical services around the world. However, it is believed that many of the adverse events in hospitals are preventable. Type and screen (T&S) procedures require intense practical training by each medical practitioner in each hospital. This study applied an interactive Virtual Reality (VR) technology to supplement the traditional approach to facilitate procedural training. The VR system made use of the Unity3D for application development. To investigate the reliability and validity of the conceptual medical training model, a survey was conducted to measure the content, motivation and enhanced readiness of practitioners. The partial least squares (PLS) modelling was carried out to investigate the correlation between each pair of measured variables. The study results indicated that the learning model has good reliability for each measurement factor and validates the survey study. The PLS modelling also indicated a significant correlation between each pair of measured variables. The project developed a VR training program for training in T&S procedures. The study provides important implications on the development of a practical VR training program for medical practitioners, as well as valuable insights for the development of similar VR training programs in the future.

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Section: Discussionmentioning

confidence: 99%

Application of virtual reality (VR) technology for medical practitioners in type and screen (T&S) training

Tang

Chia

et al. 2020

Computer Assisted Learning

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“…Interactive narrative theory provides a reference for the design of a story line in the multidisciplinary background of a VRITS [21]. Situated learning theory provides a theoretical basis for the construction of an immersive, realistic, social, and practical environment [22]. Human-computer interaction theory centers on the user's experience, which provides a theoretical basis for designing a user-friendly human-computer interaction interface [23].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Design of a Virtual Reality Interactive Training System for Public Health Emergency Preparedness for Major Emerging Infectious Diseases: Theory and Framework

Luo¹,

Li²,

Tang³

et al. 2021

JMIR Serious Games

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Background Sufficient public health emergency preparedness (PHEP) is the key factor in effectively responding to and recovering from major emerging infectious diseases (MEIDs). However, in the face of MEIDs, PHEP is insufficient, so it is necessary to improve PHEP. The rapid development of virtual reality and human-computer interaction provides unprecedented opportunities for innovative educational methods. Objective This study designed a virtual reality interactive training system (VRITS) to provide an effective path for improving PHEP in the context of MEIDs so that the public can effectively respond to and recover from MEIDs. Methods This study used interactive narrative, situated learning and human-computer interaction theories as a theoretical framework to guide the design of the system. We used the literature research method and the Delphi method; consulted multidisciplinary experts, such as infectious diseases, disease control, psychology, and public health personnel, to determine the educational content framework; and set up an interdisciplinary team to construct an operating system framework for the VRITS. Results We named the VRITS “People’s War Against Pandemic.” The educational content framework includes 20 knowledge, emotion, and behavior skills in 5 aspects (cooperating with prevention and control work, improving emergency response ability, guaranteeing supplies and equipment, preparing economic resources, and maintaining physical and mental health). The operating system framework includes virtual interactive training, knowledge corner, intelligent evaluation, and community forum modules, and the core module is the virtual interactive training module. In this module, users control virtual characters to move in various scenes, and then identify and analyze the controllability and harmfulness of the evolving pandemic and select the correct prevention and control strategy to avoid infecting themselves and others. Conclusions The development and sharing of the multidisciplinary theoretical framework adopted by People’s War Against Pandemic can help us clarify the design ideas and assumptions of the VRITS; predict training results; understand the ability of training to change emergency knowledge, emergency emotion, and behavioral responses to MEIDs; and promote the development of more effective training systems based on virtual reality.

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“…Such systems can deliver great advantages in chemistry education especially in the learning of spatial orientations of organic molecules. The immersive environment can foster increased motivation, engagement and interest in chemistry as a subject (Mei & Sheng, 2011), thereby increasing the interest of high school learners in STEM subjects. Leveraging VR with haptics for the teaching of chemistry can represent a novel approach to chemistry education; and a facilitating tool for tangible and multisensory instruction in a highly motivating learning environment.…”

Section: Introductionmentioning

confidence: 99%

Haptic Virtual Reality and Immersive Learning for Enhanced Organic Chemistry Instruction

Edwards

Bielawski

Prada

et al. 2018

Preprint

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Human-Computer Interaction, including technology-aided instruction, is beginning to focus on virtual reality (VR) technology due to its ability to support immersive learning, teaching through simulation, and gamification of learning. These systems can deliver high-level multisensory learning experiences that are important in the teaching of many subjects, especially those involving abstract concepts or requiring spatial skills, such as organic chemistry. Haptic experiences with VR, however, remain a challenge. In addition, development have focused on general entertainment/gaming; VR systems in chemistry implement simulations of the chemistry laboratory and other advanced systems whereas those that support safe, game-like, immersive and multisensory learning of organic chemistry with haptics at pre-university education levels are scarce. We developed the VR Multisensory Classroom (VRMC) as an immersive learning environment within a VR head-mounted display, where learners employ hand movements to build hydrocarbon molecules and experience haptic feedback through gloves with built-in sensors and hand-tracking with the Leap Motion system. We report here the evaluation of the first prototype by learners from diverse backgrounds who reported on the ability of the VRMC to support high engagement, motivation, interest and organic chemistry learning as well as diverse learning styles. The VRMC is a novel VR classroom that supports immersive learning in molecular organic chemistry with haptics for multisensory learning.

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Applying Situated Learning in a Virtual Reality System to Enhance Learning Motivation

Cited by 28 publications

References 10 publications

Application of virtual reality (VR) technology for medical practitioners in type and screen (T&S) training

Application of virtual reality (VR) technology for medical practitioners in type and screen (T&S) training

Design of a Virtual Reality Interactive Training System for Public Health Emergency Preparedness for Major Emerging Infectious Diseases: Theory and Framework

Haptic Virtual Reality and Immersive Learning for Enhanced Organic Chemistry Instruction

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