Foundation for the Study of Computer-Supported Collaborative Learning Requiring Immersive Presence

Sharda, Ramesh; Romano, Nicholas C.; Lucca, J.; Weiser, Mark; Scheets, George; Chung, Jong-Moon; Sleezer, Catherine M.

doi:10.1080/07421222.2004.11045780

Cited by 75 publications

(53 citation statements)

References 74 publications

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“…Teaching or teacher presence was primarily found in literature and research involving online learning and 10 sources were included (Bangert, 2008;Fengfeng, 2010;Garrison, Cleveland-Inez, & Fung, 2010;Kornelson, 2006;Meijer, Korthagen, & Vasalos, 2009;Rodgers & RaiderRoth, 2006;Sharda et al, 2004;Shea & Bidjerano, 2009Shea & Vickers, 2010). The psychiatric/counseling search rendered 10 articles (Crane-Okada, 2012;Dunn, Callahan, Swift, & Ivanovic, 2013;Fraelich, 1989;Geller, 2001;Geller & Greenberg, 2002;Geller, Greenberg, & Watson, 2010;Granick, 2011, McCollum & Gehart, 2010Robbins, 1998;Tannen & Daniels, 2010).…”

Section: Resultsmentioning

confidence: 99%

State of the Science of Nursing Presence Revisited: Knowledge for Preserving Nursing Presence Capability

Turpin¹

2014

Int J Hum Caring

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Nursing presence has been a central focus for theorists, researchers, educators, and practicing professional nurses for over a half a century . Knowledge development and measurement of this experience is crucial at a time when human communication is becoming more impersonal, and nursing presence capability is potentially declining . A literature search was conducted using Cumulative Index to Nursing and Allied Health Literature and other discipline-specific databases . Extensive manual review of all relevant journals, reference lists, and additional publications were explored and synthesized . This article provides an updated state of the science report on nursing presence in regard to cross-discipline conceptual comparison, nursing theoretic model development, and instrument development .

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Section: Resultsmentioning

confidence: 99%

State of the Science of Nursing Presence Revisited: Knowledge for Preserving Nursing Presence Capability

Turpin¹

2014

Int J Hum Caring

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“…Alavi & Leidner (2001) argued that only the action and performance resulting from learning can be observed and measured. Sharda et al (2004) established a classification for learning outcomes with three groups: 1) Psychomotor outcomes, which include accuracy, efficiency, and response magnitude; 2) Cognitive outcomes, which include knowledge, comprehension, application, and analysis; and 3) Affective outcomes, which include attitude, students' perception of satisfaction, and appreciation for the learning experience.…”

Section: Learning Outcomesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

154

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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“…In this framework, VR features influence learning outcomes indirectly through the mediation of usability and psychological factors of learning experience such as presence, motivation, cognitive benefits, control and active learning, and reflective thinking. The model for immersive VR-based learning developed by Salzman et al (1999) provides a starting point for this framework and is supported by the technology mediated learning models of Alavi and Leidner (2001);Piccolli, Ahmad, & Ives (2001); Benbunan-Fich and Hiltz (2003), Sharda et al (2004) and Wan, Fang, & Neufeld (2007). The model of Salzman et al (1999) describes the importance of scrutinizing how VR features work together with other factors such as the concept that is to be learned, learner characteristics, the interaction and learning experience that influence the learning process (the kinds of information to which one attends), which in turn affects the learning outcomes (the person's level of understanding after the lessons have been completed).…”

Section: Introductionmentioning

confidence: 99%

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

Lee

Wong

Fung

2010

Computers & Education

436

100

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Lee, E.A-L., Wong, K.W. and Fung, C.C. (2010)HowThis is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. HOW DOES DESKTOP VIRTUAL REALITY ENHANCE LEARNING OUTCOMES? A STRUCTURAL EQUATION MODELING APPROACH HOW DOES DESKTOP VIRTUAL REALITY ENHANCE LEARNING OUTCOMES? A STRUCTURAL EQUATION MODELING APPROACH AbstractThis study examined how desktop virtual reality (VR) enhances learning and not merely does desktop VR influence learning. Various relevant constructs and their measurement factors were identified to examine how desktop VR enhances learning and the fit of the hypothesized model was analyzed using structural equation modeling. The results supported the indirect effect of VR features to the learning outcomes, which was mediated by the interaction experience and the learning experience. Learning experience which was individually measured by the psychological factors, that is, presence, motivation, cognitive benefits, control and active learning, and reflective thinking took central stage in affecting the learning outcomes in the desktop VR-based learning environment. The moderating effect of student characteristics such as spatial ability and learning style was also examined. The results show instructional designers and VR software developers how to improve the learning effectiveness and further strengthen their desktop VR-based learning implementation. Through this research, an initial theoretical model of the determinants of learning effectiveness in a desktop VR-based learning environment is contributed.

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Foundation for the Study of Computer-Supported Collaborative Learning Requiring Immersive Presence

Cited by 75 publications

References 74 publications

State of the Science of Nursing Presence Revisited: Knowledge for Preserving Nursing Presence Capability

State of the Science of Nursing Presence Revisited: Knowledge for Preserving Nursing Presence Capability

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

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