Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis

Pletz, Carolin; Zinn, Bernd

doi:10.1111/bjet.13024

Cited by 27 publications

(29 citation statements)

References 55 publications

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“…This factor was most often expressed by respondents as a pre-acquisition concern (I3, 4, 6, 9, 15). Howev-er, eight respondents indicated that appropriate calculations had been made in advance, showing that IVR would be profitable at the current time of the survey or in the future (I1, 2,5,8,9,11,14,15). Cost savings can be achieved through IVR, e.g., by saving travel expenses for visits or training, costs for expensive machines and equipment that do not have to be purchased separately or would stand still during training, and the possibility of being able to train faster and more flexibly.…”

Section: Implementation Of Ivr In the Surveyed Organizationsmentioning

confidence: 99%

“…IVR currently includes various trackers, the HMD, and a PC or laptop. The connection of the individual components does not always work perfectly and can present challenges to inexperienced users as well as be time-consuming to use, depending on the number of systems (I1, 2,8,10,11,12). The participants asked for improved plug-and-play solutions that are less error-prone and easier to set up.…”

Section: Acceptance Factors Of Trainersmentioning

confidence: 99%

See 1 more Smart Citation

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Pletz

2021

Int. J. Emerg. Technol. Learn.

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Although immersive virtual reality (IVR) is now accessible for large-scale use due to rapid technological developments, there appear to be few organizations in the German-speaking countries that are already actively using this technology on a large scale in education and training. Therefore, little is known about the technology acceptance. Questions arise as to how the technology acceptance can be explained and which technology-specific influencing factors can be identified in the field of training. 15 persons from 13 organizations, who are experienced with use of IVR in teaching-learning contexts such as training, were interviewed in an expert survey to identify promoting and inhibiting aspects of the technology acceptance of IVR in teaching-learning contexts. The results provide information about personal, organizational and technology-related promoting and inhibiting aspects for trainers and training participants. Furthermore, general aspects which are decisive for future use in the companies are derived.

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Section: Implementation Of Ivr In the Surveyed Organizationsmentioning

confidence: 99%

Section: Acceptance Factors Of Trainersmentioning

confidence: 99%

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Pletz

2021

Int. J. Emerg. Technol. Learn.

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“…According to Abdullah et al (2021), technology-based learning tools can improve students' higher-order thinking skills. However, this can happen if students can use it as optimally as possible (Pletz & Zinn, 2020), because in fact, in this study the use of technology in immersive virtual learning was less than optimal in training students higherorder thinking skills and understanding climate change material. The technology used in immersive learning is not something that can improve learning outcomes universally, but only applies to certain fields (Beck, 2019) and if applied effectively (De Back et al, 2021).…”

Section: ▪ Results and Disscussionmentioning

confidence: 75%

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

Mufida

Widodo²,

Solihat³

2022

JPMIPA

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Immersive Virtual Learning is a learning that is considered meaningful for students to learn the complex concept of climate change because of the many interactions of the systems involved in it, and is considered a concept that is quite challenging for students. It is known that there are still many students who have limited knowledge about climate change so that learning methods are needed that can help them understand the concept of climate change well. This study aims to see how students' understanding after learning using the Immersive Virtual Learning method, and compared with conventional learning methods. Using the Pre-Post Experiment Control Group Design involving 59 students who were divided into treatment and control classes, resulted in data showing that students' understanding in the two classes experienced a significant difference, but very small improvement, even though the treatment class experienced a better improvement. than the control class. Based on this, it can be concluded that students' understanding has increased slightly after learning to use the Immersive Virtual Learning method.

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“…Some work in the special section makes particular progress in terms of IVR research methodologies . Pletz and Zinn (2020) examined the degree of transfer between IVR training and real‐world machine operation tasks in the manufacturing sector using structured qualitative video analysis techniques. Their comprehensive coding approach, which focused on design, instruction, interaction, errors, difficulties and other anomalies enabled the research team to detect which actions the participants found most difficult.…”

Section: Overview Of Papersmentioning

confidence: 99%

Immersive virtual reality in education

Bower

Jong²

2020

Brit J Educational Tech

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Introduction to the BJET special section on Immersive Virtual Reality in education Recently there has been a proliferation of affordable Immersive Virtual Reality (IVR) apps and hardware that has made the use of IVR in educational settings more accessible to students and teachers. Google Cardboard and other smartphone headsets means that IVR educational experiences can now be integrated into the classroom using free or low-cost learning apps. Commercial Head Mounted Displays (HMDs), Cave Automatic Virtual Environments (CAVEs) and all-in-one untethered IVR headsets such as Oculus Go ™ and Quest ™ provide other opportunities for students to experience IVR environments for the purposes of learning. However, research into the pedagogical application of IVR has not kept pace with technological developments or usage in educational contexts. That means educators and researchers do not have the evidence base they need to determine the "when," "why" and "how" of using IVR for learning and teaching. Accordingly, this special section for the British Journal of Educational Technology on Immersive Virtual Reality in Education (affectionately known as BJET IVRiE to the editorial team) called for analytical and critical research papers that could help provide a broader, deeper and more up-to-date understanding of IVR use in education. The initial call for paper proposals resulted in 46 high calibre abstracts, of which, 17 were invited to submit full papers. All of the invited submissions underwent BJET's rigorous blind peer review process, with over 40 field specialists from around the world agreeing to provide expert reviews. Of the 17 invited submissions, 13 were finally accepted for publication. The editorial team attributed this high acceptance rate to the initial call for abstracts, which allowed only the most robust and well-developed proposals to progress to submission. The high acceptance rate was also in part due to extensive work of the authors and reviewers, which in some cases involved four or five revisions before a paper was accepted. Overview of papers A wide variety of papers are included in the BJET IVRiE special section, focusing on different discipline areas, IVR technologies, levels of education and methods (see Table 1). This variety of papers enabled the special section to indeed address its aim of helping to provide comprehensive insight into the current state-of-the-art and science of IVR in education. Taken together, the papers offer broad insight into the benefits, pedagogies, relationships, methodologies and design issues relating to the use of IVR in education. Two systematic reviews are included in the special section. Wu, Yu, and Gu (2020) report on a meta-analysis investigating the effectiveness of IVR using HMDs on learning performance. Based on 35 recent randomised control and quasi-experimental studies incorporated into their analysis, they conclude that IVR approaches using HMDs are slightly more effective than non-immersive learning approaches. IVR using HMDs were found to have a greater impa...

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Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis

Abstract: Her research interests are focused on reasonable applications of virtual reality in education, technology acceptance and the transfer of virtual learning.

Cited by 27 publications

References 55 publications

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

Immersive virtual reality in education

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