Education Student Perceptions of Virtual Reality as a Learning Tool

Domingo, Jelia; Bradley, Elizabeth

doi:10.1177/0047239517736873

Cited by 79 publications

(43 citation statements)

References 11 publications

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“…Currently, prices of viewers are excessively high in order to use them in the classroom in all their potential, so their use is very reduced and limited.Concerning the current use of virtual reality as a learning tool, it is still a minority who uses it for this purpose (13.7% of the sample). However, this fact is not yet alarming, because we are facing a technology that takes its first steps, with numerous lacks, especially regarding everything that goes beyond the leisure field (Domingo and Gates Bradley, 2017). Those who use virtual reality as a learning tool (13.7%) are usually women, show more interest in learning with virtual reality and would like to learn in the future in formal education using this technology.…”

Section: Discussionmentioning

confidence: 99%

Early virtual reality adopters in Spain: sociodemographic profile and interest in the use of virtual reality as a learning tool

Cabrero

Costa-Román

Gómez

et al. 2019

Heliyon

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This study describes the social and demographic profile of the first generation of users of marketed virtual reality (VR) viewers in Spain and, subsequently, it assesses the interest in its use as a learning tool. For that purpose, an online questionnaire created ad hoc was administered to a sample of 117 participants. The relationship between twelve variables was analysed comparing means through the Snedecor's F distribution and the contingency tables through the Chi-squared test and Somers' D. Among other issues, it was concluded that the virtual reality user profile at present corresponds to a person older than 36, mainly men, with higher education and having acquired their viewer no longer than one year ago. Concerning the interests of virtual reality users as a learning tool, only a few of them currently use virtual reality for this aim, but they mainly show an interest in using the virtual reality as a learning method and they feel optimism regarding the future use of this technology as a learning tool. However, this is not the case among users of video game consoles (PSVR), who are mainly men not interested in their use as a learning tool at

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Section: Discussionmentioning

confidence: 99%

Early virtual reality adopters in Spain: sociodemographic profile and interest in the use of virtual reality as a learning tool

Cabrero

Costa-Román

Gómez

et al. 2019

Heliyon

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“…The main objective of this research is to analyze the potential impact of using virtual educational tools would have on a technical university, as perceived by the students and professors that attend that university. There are other authors that have conducted research in this field and have found contradicting results in regards to how students and teachers perceive this kind of technology [4] [5], in regards to the effect that using this kind of technology has on their performance. Other authors have experimented with using virtual technologies in other fields, such as medical ones [6], and have noticed that students have a better understanding of how technical procedures function and an improvement in surgical procedures [7] overall.…”

Section: Literature Reviewmentioning

confidence: 96%

An Exploratory Analysis on Using Virtual Learning Technologies Applied in the Technical Field

Silvestru¹,

Botez²,

Ion³

et al. 2019

Proceedings of the 18th International Conference on INFORMATICS in ECONOMY Education, Research and Business Technologies

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In a world of full technological development, having free access to information, the conservative learning process in the technical field must also keep up and adapt to digital culture. With the help of virtual technology, there will be a transition from the classical teaching method, centered on the teacher and printed materials, to an interactive studentcentered learning environment, in order to create a connection between the teacher, the student and the learning process in the virtual environment. The components of traditional didactic act: didactic material planning, interaction with students, course support, and final evaluation method should also be implemented in the virtual environment. This paper aims to analyze the perceived impact of using such learning technologies applied to the technical field for certain technical subjects, through a questionnaire that was aimed both at students and at teachers.

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“…3D-VLE merupakan salah satu jenis e-learning yang mengintegrasikan teknologi informasi dan komunikasi dalam proses pembelajaran , (Simonics, 2013). Sistem 3D-VLE juga merupakan platform yang dapat dikembangkan berdasarkan imajinasi dari penggunanya (Reisoğlu, et al, 2017) dan pada umumnya dikenal juga sebagai course management system yang dapat divisualisasikan dalam bentuk lingkungan 3 dimensi, serta banyak digunakan pada proses pembelajaran pembelajaran (Livingstone & Kemp, 2008), (Chau, et al, 2013), (Ak & Kutlu, 2015) untuk meningkatkan keterlibatan dan pengalaman belajar peserta didik (Domingo & Badley, 2018), (Karaman & Özen, 2016).…”

Section: Pendahuluanunclassified

Evaluasi Faktor Manfaat Sistem Lingkungan Pembelajaran 3 Dimensi Berbasis Multi-User Virtual Reality (MuVR)

Rizal

Yusup

Voutama

2020

JTIIK

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Usabilitas suatu teknologi dalam pembelajaran merupakan salah satu isu yang paling menonjol dalam bidang pendidikan. Salah satu teknologi pembelajaran yang sedang berkembang saat ini adalah sistem lingkungan pembelajaran 3 dimensi berbasis Multi-user Virtual Reality (MuVR). MuVR merupakan perpaduan antara teknologi Virtual Reality (VR) dengan dunia virtual 3 dimensi di dalamnya. Suatu teknologi pembelajaran dapat dikatakan berhasil diterapkan ketika aspek usabilitas yang merupakan kunci keberhasilan dapat tercapai. Berdasarkan hal ini, maka penelitian ini berupaya untuk melakukan evaluasi usabilitas terhadap sistem pembelajaran yang yang telah dikembangkan, yaitu 3D-MuVLR (3-Dimensional Multi-user Virtual Learning Reality). Sistem ini merupakan sistem pembelajaran yang memanfaatkan teknologi VR dengan jenis semi-immersive. Metode evaluasi usabilitas yang digunakan dalam penelitian ini mengadopsi 12 prinsip heuristik yang diusulkan oleh Sutcliffe. Evaluasi heuristik ini merupakan perpaduan antara aspek usabilitas dan keberadaan pengguna di dalam lingkungan virtual. Proses evaluasi dilakukan oleh tiga evaluator. Hasil evaluasi menunjukan bahwa secara keseluruhan 3D-MuVLR dapat merepresentasikan lingkungan pembelajaran dengan baik. Walaupun demikian terdapat beberapa permasalahan aspek desain terkait dengan minimnya petunjuk atau informasi di dalam sistem mengenai prosedur untuk masuk atau keluar sistem dan informasi mengenai cara melaksanakan kegiatan pembelajaran. Selain itu ketika proses evaluasi dilaksanakan, ditemukan juga gejala cybersickness yang dialami oleh evaluator. Namun durasi penggunaan sistem yang menyebabkan cybersickness berbeda-beda untuk setiap pengguna. Walaupun demikian durasi penggunaan sistem kurang dari sepuluh menit, evaluator sudah mulai merasakan gejala cybersickness, seperti pusing. Berdasarkan hal ini faktor yang dapat mempengaruhi munculnya gejala cybersickness adalah gerakan atau posisi kepala pengguna dan spesifikasi perangkat keras yang digunakan. AbstractUsability in learning technology is one of the most prominent issues in education. One of the emerging learning technologies is the 3-dimensional learning environment system based on Multi-user Virtual Reality (MuVR). It is a combination of VR with a 3-dimensional virtual world. The successful of learning technology implementation is when its usability can be achieved. Therefore, this study aims to evaluate the usability of learning system that we have developed, which is 3D-MuVLR (3-Dimensional Multi-user Virtual Learning Reality). Furthermore, it is a learning system that utilizes semi-immersive VR. We adopted a usability evalution method consisiting of 12 heuristic rules proposed by Sutcliffe. It is a combination of usability and user’s sense of presence in the virtual world. The evaluation process involved three evaluators. The results showed that 3D-MuVLR can represent the learning environment as in a real world. However, there were several design aspect problems identified related to the lack of instructions of information in the system regarding procedures on how to enter or quit system and the absence of information on how to participate in learning activities. In addition, when the evalution process was carried out, we also found that the symptoms of cybersicness was experienced by evaluators. But the duration while they were using the system until they starts to feel sick varies for every user. Overall, although the duration of using the system was less than ten minutes, evaluators began to feel the symptoms of cybercickness, such as dizzines. Based on this, we found that the head position or movement and hardware specification are factors that cause this.

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Education Student Perceptions of Virtual Reality as a Learning Tool

Cited by 79 publications

References 11 publications

Early virtual reality adopters in Spain: sociodemographic profile and interest in the use of virtual reality as a learning tool

Early virtual reality adopters in Spain: sociodemographic profile and interest in the use of virtual reality as a learning tool

An Exploratory Analysis on Using Virtual Learning Technologies Applied in the Technical Field

Evaluasi Faktor Manfaat Sistem Lingkungan Pembelajaran 3 Dimensi Berbasis Multi-User Virtual Reality (MuVR)

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