Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring

Lui, Michelle; McEwen, Rhonda; Mullally, Martha

doi:10.1111/bjet.13022

Cited by 34 publications

(14 citation statements)

References 43 publications

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“…Comparisons between VR and desktop virtual environment showed that VR works well in teaching abstract subjects such as memory management and allocation in computer science. Similar results are achieved by Lui et al [26] in science education.…”

Section: Literature On Immersive Vr Education Applicationssupporting

confidence: 90%

Immersive Virtual Reality Education Application – Four Development Iterations along Design Science Research Methodology

Holopainen¹,

Lähtevänoja²,

Tuunanen³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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This study introduces a research and development process of an immersive Virtual Reality (VR) education application. Altogether four application development iterations are showcased along the Design Science Research methodology. The results show how initial problems change and new problems occur during the course of a long-term DSR project with multipleiterations. Moreover, the study results confirm various previous findings, for example, that VR works better on higher learning levels such as application -level and personalization is a way to achieve this. In addition, 360 photos and videos were found to be easy and costefficient ways to increase personalization of VR applications. The results also suggest complementary and parallel use of online courses and VR applications in order to enable scalability. We also found positive learning experiences, interactions, and teacher image to be achieved with VR especially among small tech-savvy group of students. However, personalized learning paths and positive learning results are the preconditions for upbeat learning experiences.

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Section: Literature On Immersive Vr Education Applicationssupporting

confidence: 90%

Immersive Virtual Reality Education Application – Four Development Iterations along Design Science Research Methodology

Holopainen¹,

Lähtevänoja²,

Tuunanen³

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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show abstract

“…In summary, seven of the 31 studies comparing a VR group and another technology/method/control group included significant differences/changes that favoured the HMD-VR group (Agrawal et al, 2018;Freitas et al, 2020;Gutierrez et al, 2007;Liu et al, 2020;Lui et al, 2020;Ou et al, 2021;Parmar et al, 2016). In three studies, the technology/method/control group yielded better results than the HMD-VR group (Lai et al 2021;Makransky et al, 2019;Moreno & Mayer, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…In total, 26 of the studies were published in journals, while the remaining 11 studies were published in conference proceedings. In addition, as the time scope of the studies was so wide, we could not tell whether the improved learning outcomes from VR use were caused by the superiority of VR or improvements in the VR technology over the years -most studies concluding that HMD-VR yields better outcomes than comparison groups are published in recent years (Agrawal et al, 2018;Freitas et al, 2020;Gutierrez et al, 2007;Liu et al, 2020;Lui et al, 2020;Ou et al, 2021;Parmar et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Learning Outcomes in HMD-VR: a Literature Review

Lähtevänoja

Vesisenaho

Vasalampi

et al. 2022

seminar

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While the educational technology has developed to the point that Extended Reality (XR), including immersive Virtual Reality (VR) can be used in education, the learning outcomes of these technologies in the large scale is still quite unknown. This literature review aims to take a comprehensive look to the field of immersive VR in to find out where the learning outcomes of HMD-VR stands out, and how they compare to other technologies and methods. The main result of this paper is that while HMD-based Virtual Reality Learning Environments (VRLEs) may not be superior compared to other technologies such as desktop-based VR environments regarding direct learning outcomes, a clear indication towards increased learning motivation and engagement can be seen.

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“…Participants correctly evaluated statements about object details in 50% of the trials. A recent study by Lui et al suggests that processing of spatial information in IVR is related to cognitive costs 39 . The authors found improved learning in a seated IVR learning experience, however not in a free moving IVR experience, when compared to a control condition (no IVR experience).…”

Section: Discussionmentioning

confidence: 99%

Imagery-related eye movements in 3D space depend on individual differences in visual object imagery

Chiquet

Martarelli²,

Mast

2022

Sci Rep

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During recall of visual information people tend to move their eyes even though there is nothing to see. Previous studies indicated that such eye movements are related to the spatial location of previously seen items on 2D screens, but they also showed that eye movement behavior varies significantly across individuals. The reason for these differences remains unclear. In the present study we used immersive virtual reality to investigate how individual tendencies to process and represent visual information contribute to eye fixation patterns in visual imagery of previously inspected objects in three-dimensional (3D) space. We show that participants also look back to relevant locations when they are free to move in 3D space. Furthermore, we found that looking back to relevant locations depends on individual differences in visual object imagery abilities. We suggest that object visualizers rely less on spatial information because they tend to process and represent the visual information in terms of color and shape rather than in terms of spatial layout. This finding indicates that eye movements during imagery are subject to individual strategies, and the immersive setting in 3D space made individual differences more likely to unfold.

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Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring

Cited by 34 publications

References 43 publications

Immersive Virtual Reality Education Application – Four Development Iterations along Design Science Research Methodology

Immersive Virtual Reality Education Application – Four Development Iterations along Design Science Research Methodology

Learning Outcomes in HMD-VR: a Literature Review

Imagery-related eye movements in 3D space depend on individual differences in visual object imagery

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