Engineering Lab in Immersive VR—An Embodied Approach to Training Wafer Preparation

Xu, Xinhao; Wang, F.

doi:10.1177/07356331211036492

Cited by 10 publications

(8 citation statements)

References 70 publications

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“…Through hands-on, students comprehended and constructed learning impressions in the implementation process to deepen their cognition and avoid being unable to acquire and apply the technology by simply reciting theories from books. From the experiment of STEM robot coding, Xu and Wang (2022) concluded that teaching with different types of STEM activities would result in junior and senior high school students maintaining a positive tendency to STEM. Besides, students with highly positive STEM tendencies might be more interested in STEM-related jobs in the future.…”

Section: Extended Reality and Stem Educationmentioning

confidence: 99%

The Effects of Extended Reality Technologies in Stem Education on Students’ Learning Response and Performance

Chiang,

Liu

2023

JBSE

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STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made. Keywords: extended reality, STEM education, learning response, learning performance, experimental research

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Section: Extended Reality and Stem Educationmentioning

confidence: 99%

The Effects of Extended Reality Technologies in Stem Education on Students’ Learning Response and Performance

Chiang,

Liu

2023

JBSE

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“…Therefore, after learners have acquired the basic knowledge, they cannot simply exploit this knowledge in the actual experimental field. They must instead use their imagination to simulate a real experimental field, which can lead to a lack of confidence in learners who finally step into the real experimental field (Saab et al, 2021; Xu & Wang, 2021). In addition, during a hands‐on experiment, a lack of teachers may make it difficult for learners to solve their problems immediately, leading to anxiety during the long wait for assistance, with the result in interrupted, failed experiment (Barron et al, 2021; Pimentel & Kalyanaraman, 2021).…”

Section: Introductionmentioning

confidence: 99%

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Wang

Cheng

Lee

et al. 2023

Computer Assisted Learning

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Background: Benefited from advances in technology, virtual reality (VR) has been widely applied to learning content in operational training as well as handson courses. However, most current studies tend to evaluate learning effectiveness in this application, and few were focused on how learners can be benefited from transferring the knowledge learned to real-world field performance.Moreover, in application-oriented hands-on courses such as embedded electronic circuits, to our best knowledge, none were presented in interactive learning materials with the combination of VR and neither were the understanding of the changes in cognition, learning anxiety, and learning confidence during the learning process. Method and Objective:We combine VR technology with hands-on tasks to design a VR-based embedded electronic circuit learning system. We conduct a quasiexperiment to investigate differences in knowledge, comprehension, and application levels in different learning environments, and to assess learning performance, learning anxiety, and learning confidence levels when applying the knowledge learned to real-world hands-on tasks.Results: Groups that receive VR-mediated training exhibit superior knowledge, comprehension, and application levels. In addition, learners with higher levels of knowledge and application exhibit lower learning anxiety and higher learning confidence during practical application tasks. Conclusions:We investigate the learning outcomes of learners on practical hands-on tasks after VR-mediated learning. To improve the learning experience and performance for learners in an embedded electronic circuit course, we discuss the learning performance in terms of the knowledge and concepts learned in the VR environment and transferred to the real world. The results show that learners achieve better cognitive levels in the learning process through the VR system described here. Better performance on hands-on tasks was also obtained as well as low anxiety and high confidence levels.

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“…For example, some researchers introduced VR applications in simulating medical emergencies and in training medical and nursing students about dissection and other clinical practices (Adamovich et al 2009 ; Andersen et al 2018 ; Chang and Weiner 2016 ; Cho et al 2013 ; Smith and Hamilton 2015 ; Sugden et al 2012 ). In the social science sectors like in the education field, people are also conducting research in VR-based educational scenarios, such as teaching and training, for a variety of students and learners (e.g., Bouta and Retalis 2012 ; Ke et al 2020 ; Vesga et al 2021 ; Xu and Wang 2021 ). Carefully designed scenarios in VR also help people with special needs.…”

Section: Introductionmentioning

confidence: 99%

To social with social distance: a case study on a VR-enabled graduation celebration amidst the pandemic

2022

Virtual Reality

Self Cite

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This paper introduces a timely case study on a 3D virtual reality-enabled graduation celebration project that provided an alternative approach to celebrating university graduation amidst the COVID-19 pandemic. The project was carefully designed with fun, engaging, and interactive activities to compensate for the cancelation of the conventional commencement in spring 2020 due to the pandemic. More than 20 graduating students, faculty and staff members participated in a 2-h virtual reality live event appearing as 3D avatars on their own computers. Quantitative and qualitative data collected from 10 participants were analyzed for user experience, cognitive contribution, technology acceptance, and the feasibility. Results revealed that such a project was technologically sound, functionally acceptable, user-friendly, and practically implementable. The results also informed the lessons learned from the current design and the places to improve. Supplementary Information The online version contains supplementary material available at 10.1007/s10055-022-00646-2.

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Engineering Lab in Immersive VR—An Embodied Approach to Training Wafer Preparation

Cited by 10 publications

References 70 publications

The Effects of Extended Reality Technologies in Stem Education on Students’ Learning Response and Performance

The Effects of Extended Reality Technologies in Stem Education on Students’ Learning Response and Performance

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

To social with social distance: a case study on a VR-enabled graduation celebration amidst the pandemic

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