LearnDNA

Sharma, Laxmi Kant; Jin, Rong; Prabhakaran, Balakrishnan; Gans, Murry J.

doi:10.1145/3191801.3191810

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…Parong and Mayer have demonstrated positive attitudes of students towards using VR in modern teaching. It increases students' motivation and engagement more than multimedia presentations (Parong & Mayer, 2018;Sharma et al, 2018). The majority of the investigated educators are also of the opinion that VR makes the education process more attractive.…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality in Teaching and Learning – Experiences and Opinions of Educators

Kazimierska-Zając

Marek²,

Jakubowska

2021

PBE

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The research problem consisted in the question: "What opportunities and limitations in the use of virtual reality (VR) in education do educators/health sciences specialists notice?". The opinion on the use of VR in education was formed thanks to a combination of two perspectives of the educators: a learner's perspective (the experience of immersion in VR), and a teacher's perspective (professional experience). Methodological triangulation was employed, with both the quantitative and qualitative perspectives used. The following tools were employed in the research: The positive and negative emotions scale (SUPIN), version S.20 and the SDVR Questionnaire. The research was conducted at the Department of Health Sciences of the Wroclaw Medical University in Wroclaw, Poland, between October, 2019 and April, 2020. The research group consisted of 30 people specialising in various areas of health sciences. Specialists in health sciences believe that VR is a method which can make the process of ORYGINALNE ARTYKUŁY BADAWCZE 62 education more attractive and facilitate achievement in the areas of knowledge, competences, and skills. The trainings in which educators can experience immersion in VR not only make it possible to generate ideas on how to use the equipment, but they also reduce their concerns as to using it. The realism of the experiences, the positive emotions, the multidimensionality of the images during immersion make it possible to employ VR in various areas of education in which VR may be treated as a means to practice clinical situations in a safe environment, as well as a tool illustrating various realms of knowledge (such as, e.g., human anatomy). What is considered by educators as the greatest obstacle in the popularisation of VR in education is the limited access to equipment. Other difficulties include: adapting software to the subject curriculum, working in large groups, and competences of the educators.

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Section: Discussionmentioning

confidence: 99%

Virtual Reality in Teaching and Learning – Experiences and Opinions of Educators

Kazimierska-Zając

Marek²,

Jakubowska

2021

PBE

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“…An additional important—and often mentioned—outcome of user studies performed in the area of MR molecular visualization is increased user engagement: the participants generally seem to enjoy the ability to see and interact with the structures in the immersive environment [SJPG18, FCM*19, WMT*19, QCC21, SF21]. This can make lectures potentially more enjoyable.…”

Section: Application Domainsmentioning

confidence: 99%

“…Used technology is an additional factor distinguishing the educational approaches. In this area, current research covers both virtual reality [dSBNGFB17, SJPG18, FCM*19, BBMK21, MB21] and augmented reality [NSM*12, SW19, AD20, PTA*20, FCS21]. The chosen technology and hardware play an important role for educational institutions, being an environment that often works with more limited resources and less flexibility than individuals or small laboratories.…”

Section: Application Domainsmentioning

confidence: 99%

“…In any case, the accessibility of the chosen technology also plays an important role in the content creation process. While most applications provide content prepared by the developers [SJPG18, FCM*19, SWL*20], some researchers also focus on means for customized content creation, aimed at teachers [CGY20, BBMK21, RFK*21, CRDPA22, BF17] or students [AD20]. Some researchers thus published guides describing a procedure for creation of MR molecular content [GBJK19, Abr20, ENP20].…”

Section: Application Domainsmentioning

confidence: 99%

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State of the Art of Molecular Visualization in Immersive Virtual Environments

Kuťák

Vázquez

Isenberg

et al. 2023

Computer Graphics Forum

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Visualization plays a crucial role in molecular and structural biology. It has been successfully applied to a variety of tasks, including structural analysis and interactive drug design. While some of the challenges in this area can be overcome with more advanced visualization and interaction techniques, others are challenging primarily due to the limitations of the hardware devices used to interact with the visualized content. Consequently, visualization researchers are increasingly trying to take advantage of new technologies to facilitate the work of domain scientists. Some typical problems associated with classic 2D interfaces, such as regular desktop computers, are a lack of natural spatial understanding and interaction, and a limited field of view. These problems could be solved by immersive virtual environments and corresponding hardware, such as virtual reality head‐mounted displays. Thus, researchers are investigating the potential of immersive virtual environments in the field of molecular visualization. There is already a body of work ranging from educational approaches to protein visualization to applications for collaborative drug design. This review focuses on molecular visualization in immersive virtual environments as a whole, aiming to cover this area comprehensively. We divide the existing papers into different groups based on their application areas, and types of tasks performed. Furthermore, we also include a list of available software tools. We conclude the report with a discussion of potential future research on molecular visualization in immersive environments.

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“…Furthermore, understanding of 3D structures can be challenging to achieve, because they are di cult to visualize (Berney et al 2015). Traditional engineering education has relied on simple 2D gures or 3D animations displayed on a monitor to teach abstract concepts (Miranda et al 2021;Sharma et al 2018; Magana and de Jong 2018). However, such methods may limit students' ability to actively participate in the learning process, and may reduce the degree of freedom in learning (Hadgraft and Kolmos 2020).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

Ka,

Kim,

Kim

et al. 2023

Preprint

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Traditional teaching methods that use 2D videos or 3D simulators may have limitations in engineering education when covering complex concepts or complicated 3D structures. To address this problem, virtual reality (VR) has been introduced as a highly immersive teaching method that can increase students’ learning and understanding of 3D structures from multiple perspectives. The purpose of this study was to quantify how teaching methods that use VR can increase learning efficiency and comprehension of 3D structures. We used quiz and 3D reconstruction to assess the quantitative learning effects of VR and 2D videos on a total of 40 students. Training that used VR yielded a 12% improvement in post-test quiz scores and a 13% improvement in 3D reconstruction test scores compared to the traditional method. User evaluations confirmed that VR increased engagement by 11.9%, immersion by 18.6%, motivation by 10.3%, cognitive benefits by 9.3%, and perceived learning effectiveness by 8.7%. These results confirm that VR is more effective than traditional learning methods to aid general memorization and understanding, and specific comprehension of 3D structures.

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LearnDNA

Cited by 6 publications

References 10 publications

Virtual Reality in Teaching and Learning – Experiences and Opinions of Educators

Virtual Reality in Teaching and Learning – Experiences and Opinions of Educators

State of the Art of Molecular Visualization in Immersive Virtual Environments

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

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