Development of a model for explaining the learning outcomes when using 3D virtual environments in informal learning settings

Fokides, Emmanuel; Atsikpasi, Penelope

doi:10.1007/s10639-018-9719-1

Cited by 14 publications

(9 citation statements)

References 56 publications

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“…PE was found to have a significant correlation with learning achievement. This finding is in line with previous research (Fokides & Atsikpasi, 2018), which indicated that the design of the ChatBot may cause its users to have positive learning experience and thus achieve better learning outcomes. This also means that the development of a future ChatBot should focus more on both its PU and PE.…”

Section: Discussionsupporting

confidence: 92%

“…Naya and Iba´ñez (2014) suggested that PE and PEU may influence learning outcomes. Fokides and Atsikpasi (2018) also claimed out that PU was a determinant of learning outcome. These previous studies further propel the present research to look into the correlations between TAM-related variables and students' learning achievement, and thus the following hypothesis is made:…”

mentioning

confidence: 97%

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A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Chen

Widarso

Sutrisno

2020

Journal of Educational Computing Research

122

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ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM). This study was conducted with 58 students divided into two independent groups. The control group used ChatBot in a one-on-many classroom. The experimental group applied the ChatBot in one-on-one tutor sessions. A pretest and a posttest were used to measure the effect of the ChatBot, while TAM was explored through questionnaire and interview. Data analysis includes a paired-sample t test, analysis of covariance, and levels of effect. The results indicated that the ChatBot significantly improved the students’ learning achievement and that having a one-on-one environment may lead to better outcome than what could be achieved in a classroom. The TAM model was tested using partial least square. The result showed that perceived usefulness was the predictor of behavioral intention, whereas perceived ease of use was not. The students agreed that the ChatBot benefited their learning of Chinese vocabulary, with several adjustments need to be made for further progress.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 97%

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Chen

Widarso

Sutrisno

2020

Journal of Educational Computing Research

122

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“…Yet, in line with previous studies (e.g., Chang et al, 2019;Huang et al, 2019;Lee et al, 2017), we found that students were more motivated to learn than in conventional teaching and had a more enjoyable learning experience. Consequently, motivation offers a plausible explanation for our results, as it directly (and positively) affects the learning outcomes in almost all teaching subjects (Fokides, 2017;Fokides & Atsikpasi, 2018). The same applies for enjoyment; it is as a rather common finding in most research regarding the educational uses of 360 o videos, positively correlated (together with motivation) with the learning outcomes (e.g., Chang et al, 2019;Huang et al, 2019;Rasheed et al, 2015).…”

Section: Discussionsupporting

confidence: 55%

Using 360˚ Videos for Teaching Volleyball Skills to Primary School Students

Paraskevaidis¹,

Fokides²

2020

OJIT

Self Cite

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The study presents the results from a pilot project in which 360˚ videos were utilized for teaching students basic volleyball skills. The target group was thirty-six, eleven-to-twelve years-old primary school students, divided into two groups: the first was taught conventionally and the second using apps in which 360˚ videos were embedded. The project lasted for six two-teaching-hour sessions (three for each method), and data were collected using observation sheets and a questionnaire for recording students’ views regarding their experience. The data analysis confirmed that, compared with conventional teaching, 360˚ videos allowed students to perform better the skills that were examined. The participating students also thought that by viewing 360˚ videos they were more motivated to learn and that their experience was an enjoyable one. On the other hand, students did not consider the 360˚ videos as being useful in their learning. Given the lack of research in this field, the findings provide an initial indication of 360˚ videos’ potential in Physical Education. Then again, the results also point to the need of finding more innovative methods for integrating 360˚ videos in everyday teaching.

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“…Moreover, students did not have difficulties in using the apps, given that they found them equally easy to use as the web pages. Ease of use is a key factor, affecting the quality of user experience, the learning outcomes, motivation, and enjoyment, not only in 360 o videos but also in other applications such as the ones based on virtual reality (Fokides & Atsikpasi, 2018).…”

Section: Discussionmentioning

confidence: 99%

Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

Fokides

Arvaniti

2020

JPR

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The study presents the results of a project in which 360 o videos were used for informing students about subjects related to environmental education. The target group was forty-four, nine-to ten-year-old students, who used three teaching tools, namely printed material, web pages, and 360o videos. The project lasted for twelve two-teaching-hour sessions (four for each tool), and data were collected by means of evaluation sheets and a questionnaire for recording their views and attitudes. It was found that the 360o videos yielded better learning outcomes compared to the other tools. The sense of presence was also greater in this tool. Then again, all tools were considered as equally motivating and effective. Moreover, the 360o videos were considered more enjoyable and easier to use only when compared to the printed material. Though the findings confirmed that 360 o videos can be effective in raising students' awareness of environmental problems, they also point to the need of finding innovative methods and teaching frameworks that would allow educators to fully exploit their educational potential.

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Development of a model for explaining the learning outcomes when using 3D virtual environments in informal learning settings

Cited by 14 publications

References 56 publications

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Using 360˚ Videos for Teaching Volleyball Skills to Primary School Students

Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

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