Embodied Agentic STEM Education: Effects of 3D VR Compared to 2D PC

Johnson-Glenberg, Mina C.; Ly, Vanessa; Su, Man; Zavala, Ricardo Nieland; Bartolomeo, Hannah; Kalina, Elena

doi:10.23919/ilrn47897.2020.9155155

Cited by 18 publications

(16 citation statements)

References 15 publications

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“…Similarly, VR can simulate operational environments wherein students learn to manipulate costly equipment (Crespo, García, & Quiroz, 2015; Mineev, 2017; Quevedo et al, 2017). Virtual environments can also enhance conceptual learning by incorporating embodied motions (Johnson‐Glenberg & Megowan‐Romanowicz, 2017; Johnson‐Glenberg, Su, et al, 2020; Parmar, 2017). Fundamental to these benefits is the capacity for immersion or “the extent to which the computer displays are capable of delivering an … illusion of reality to the senses of a virtual reality participant” (Slater & Wilbur, 1997, p. 606).…”

Section: Introductionmentioning

confidence: 99%

Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion

Huang

Roscoe

Johnson-Glenberg

et al. 2020

Computer Assisted Learning

107

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This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second session. Following research on novelty effects, we explored whether subjective experiences and performance would decline over time (e.g., decreasing motivation or performance) as participants became familiar with the virtual environment and tools. However, we hypothesized that transitional immersion (i.e., switching from moderate to higher immersion) might lead to a renewed sense of novelty. Results suggested that both moderate and higher levels of immersion were motivating, engaging, and supportive of learning. In contrast to predictions based on novelty effects, these outcomes did not decline overall as learners gained familiarity with the systems. However, transitional immersion emerged as a promising and testable pedagogical approach for future VR education. All participants also showed gains in spatial reasoning.

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Section: Introductionmentioning

confidence: 99%

Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion

Huang

Roscoe

Johnson-Glenberg

et al. 2020

Computer Assisted Learning

107

View full text Add to dashboard Cite

show abstract

“…Similarly, the engaging immersivity of AR and VR has increased learning in topics as varied as history (Blazauskas et al, 2017), medicine (Pennefather and Krebs, 2019), biology (Lee et al, 2010), and natural selection (Johnson-Glenberg et al, 2020). Several studies report that greater learning gains occur when content is learned in 3D VR compared to 2D desktop versions (Allcoat and von Mühlenen, 2018;Greenwald et al, 2018;Krokos et al, 2019;Johnson-Glenberg et al, 2020;Wu et al, 2020). Additionally, visualizing data in AR and VR can increase user collaboration (Meiguins et al, 2006) and aid in eliminating the fish tank problem (looking at the data behind a glass; Thomas et al, 2014).…”

Section: Adding a Third Dimensionmentioning

confidence: 99%

“…Three-dimensional data visualization tools have been implemented for augmented reality (AR) and virtual reality (VR) in several domains such as civil engineering, industrial engineering, construction, and science in general ( Bryson, 1996 ; Bruno et al, 2006 ; Schall et al, 2009 ; Donalek et al, 2014 ). Similarly, the engaging immersivity of AR and VR has increased learning in topics as varied as history ( Blazauskas et al, 2017 ), medicine ( Pennefather and Krebs, 2019 ), biology ( Lee et al, 2010 ), and natural selection ( Johnson-Glenberg et al, 2020 ). Several studies report that greater learning gains occur when content is learned in 3D VR compared to 2D desktop versions ( Allcoat and von Mühlenen, 2018 ; Greenwald et al, 2018 ; Krokos et al, 2019 ; Johnson-Glenberg et al, 2020 ; Wu et al, 2020 ).…”

Section: Adding a Third Dimensionmentioning

confidence: 99%

Flow Immersive: A Multiuser, Multidimensional, Multiplatform Interactive Covid-19 Data Visualization Tool

DiBenigno¹,

Kosa

Johnson-Glenberg

2021

Front. Psychol.

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Covid-19 has prompted a surge of data visualizations that have been published for public consumption, yet, many have not had broad appeal or may have not been well-understood by laypeople. A data storytelling platform called Flow Immersive has been created to successfully engage both laypeople and experts in understanding complex information. This tool integrates emerging technologies [e.g., augmented reality (AR) and virtual reality (VR)] with a multiplatform, multiuser publishing approach. From October 2020 to December 2020, Flow’s Covid-19 AR videos captured 9 million (9,000,000) views, and have been used in multiple professional presentations. This paper documents the journey from development to deployment, and some user feedback which all led to breakthroughs in scalability and higher levels of engagement.

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“…The learning efficacy of these experiences is a product of their design, which in turn predicts the experiences of users (Dalgarno and Lee, 2010;Clifton et al, 2016;Jerald, 2016;Czerwinski et al, 2020). Among the various aspects that should be considered when designing an interactive virtual environment for learning, embodiment is argued to be one of the main contributors (Biocca, 1999;Johnson-Glenberg, 2018;Johnson-Glenberg et al, 2020). Within a rich body of research on the role of embodiment in spatial learning, thinking, and reasoning (e.g., Mou and McNamara, 2002;Wilson, 2002;Hegarty et al, 2006;Hostetter and Alibali, 2008;Kelly and McNamara, 2008;Kelly and McNamara, 2010;Paas and Sweller, 2012;Shapiro, 2014;Plummer et al (2016)), there is a growing interest in investigating the role of embodiment in the design of VLEs as an essential factor influencing immersive learning (e.g., Kilteni et al, 2012;Lindgren and Johnson-Glenberg, 2013;Johnson-Glenberg et al, 2014;Lindgren et al, 2016;Clifton et al, 2016;Johnson-Glenberg, 2018;Skulmowski and Rey, 2018;Legault et al, 2019;Johnson-Glenberg et al, 2020;Southgate, 2020;Bagher, 2020).…”

Section: Introductionmentioning

confidence: 99%

Move The Object or Move The User: The Role of Interaction Techniques on Embodied Learning in VR

Bagher

Sajjadi

Wallgrün

et al. 2021

Front. Virtual Real.

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To incorporate immersive technologies as part of the educational curriculum, this article is an endeavor to investigate the role of two affordances that are crucial in designing embodied interactive virtual learning environments (VLEs) to enhance students’ learning experience and performance: 1) the sense of presence as a subjective affordance of the VR system, and 2) bodily engagement as an embodied affordance and the associated sense of agency that is created through interaction techniques with three-dimensional learning objects. To investigate the impact of different design choices for interaction, and how they would affect the associated sense of agency, learning experience and performance, we designed two VLEs in the context of penetrative thinking in a critical 3D task in geosciences education: understanding the cross-sections of earthquakes’ depth and geometry in subduction zones around the world. Both VLEs were web-based desktop VR applications containing 3D data that participants ran remotely on their own computers using a normal screen. In the drag and scroll condition, we facilitated bodily engagement with the 3D data through object manipulation, object manipulation. In the first-person condition, we provided the ability for the user to move in space. In other words, we compared moving the objects or moving the user in space as the interaction modalities. We found that students had a better learning experience in the drag and scroll condition, but we could not find a significant difference in the sense of presence between the two conditions. Regarding learning performance, we found a positive correlation between the sense of agency and knowledge gain in both conditions. In terms of students with low prior knowledge of the field, exposure to the VR experience in both conditions significantly improved their knowledge gain. In the matter of individual differences, we investigated the knowledge gain of students with a low penetrative thinking ability. We found that they benefited from the type of bodily engagement in the first-person condition and had a significantly higher knowledge gain than the other condition. Our results encourage in-depth studies of embodied learning in VR to design more effective embodied virtual learning environments.

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Embodied Agentic STEM Education: Effects of 3D VR Compared to 2D PC

Cited by 18 publications

References 15 publications

Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion

Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion

Flow Immersive: A Multiuser, Multidimensional, Multiplatform Interactive Covid-19 Data Visualization Tool

Move The Object or Move The User: The Role of Interaction Techniques on Embodied Learning in VR

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