Effects of virtual reality application on skill learning for optical‐fibre fusion splicing

Chang, Yu Shan

doi:10.1111/bjet.13118

Cited by 8 publications

(2 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some researchers have indicated that true immersive VR experiences can be provided by situating learners in a fully computer‐generated, surrounding, stereoscopic 3D environment that attempts to simulate some aspect of reality and, more importantly, can be navigated and interacted with (Schroeder, 2008; Sherman & Craig, 2003). However, several scholars have pointed out the benefits of using 360° videos or static environments that are not computer‐generated with computer software to stitch together the images into a sphere that surrounds the viewer, including the authentic levels of using real videos and images as well the economic and low‐tech considerations of developing the learning content (Chang, 2021; Cheng & Chen, 2016). Therefore, this study proposed a spherical video‐based virtual reality (SVVR)‐based professional training (SVVR‐PT) approach, combining VR and the attention, relevance, confidence and satisfaction (ARCS) model, to attract learners' interest and stimulate their curiosity in the professional training programme, and to increase the opportunities for experiencing and practising.…”

Section: Introductionmentioning

confidence: 99%

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Hwang

Chang

Chien

2022

Brit J Educational Tech

View full text Add to dashboard Cite

Increasing learners' sense of presence is important in professional training, in particular, when aiming to foster their competences of making judgements and solving problems when facing real cases. However, in conventional training programmes, sometimes it is difficult to situate learners in real cases owing to several considerations, such as cost and potential danger. Scholars have indicated that the lack of opportunities to experience real contexts could seriously affect the training outcomes. To cope with this problem, the present study proposes a spherical video‐based virtual reality (SVVR)‐based professional training (SVVR‐PT) approach based on the attention, relevance, confidence and satisfaction (ARCS) model to situate learners in an authentic training environment to experience the process of solving practical cases before facing real cases. To evaluate the effectiveness of the approach, a true experiment was conducted in a hospital by randomly assigning 70 nurses to an experimental group learning with the SVVR‐PT approach and a control group learning with the conventional training approach. The experimental results show that the proposed approach outperformed the conventional approach in terms of promoting the learners' sense of presence and learning achievement as well as their problem‐solving tendency and critical‐thinking awareness. Moreover, the SVVR‐PT learners also showed higher technology acceptance than the conventional training group. What is already known about this topic? Spherical video‐based virtual reality (SVVR) immerses learners in an authentic environment that enables them to have more opportunities to experiment and practice. Attention, relevance, confidence and satisfaction model has great potential in promoting learners' motivation and engagement. What this paper adds? A motivational model‐based virtual reality approach is proposed to facilitate learners' professional training performance. In addition to promoting learners' training performance, the results claimed that the proposed approach could promote students' sense of presence, problem‐solving tendency and critical‐thinking awareness. Implications for practice and/or policy It is potentially worth using the motivational model‐based virtual reality approach in professional training to facilitate learners' performances and perceptions. The proposed approach can further analyze and compare the effects of the cooperative learning strategy on learners' performance and recorded learning process.

show abstract

Section: Introductionmentioning

confidence: 99%

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Hwang

Chang

Chien

2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…While VR gained early approval and acceptance in the fields of engineering and the medical sciences, its use has spread to all disciplines (Vergara et al, 2021). Some findings show the positive impact of VR on student performance (Liu et al, 2020; Schott & Marshall, 2021; Tai et al, 2022) and practical skills (Chang, 2021; Morélot et al, 2021). Due to the ability to revisit training scenarios repeatedly, VR can also reduce training costs (Barteit et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Video demonstrations can predict the intention to use digital learning technologies

Sprenger

Schwaninger

2023

Brit J Educational Tech

View full text Add to dashboard Cite

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies-one using TAM and one using GETAMEL-we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

show abstract

Effectiveness of an extended-reality interactive learning system in a dance training course

Xu,

Xing,

Zhu

et al. 2023

Educ Inf Technol

View full text Add to dashboard Cite

Effects of virtual reality application on skill learning for optical‐fibre fusion splicing

Cited by 8 publications

References 27 publications

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Video demonstrations can predict the intention to use digital learning technologies

Effectiveness of an extended-reality interactive learning system in a dance training course

Contact Info

Product

Resources

About