Learning with virtual reality: a market analysis of educational and training applications

Smutný, Pavel

doi:10.1080/10494820.2022.2028856

Cited by 33 publications

(21 citation statements)

References 40 publications

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“…As a result, they found an indirect effect mainly on cognitive elaboration that depends on the respondent's knowledge of climate change (Barnidge et al, 2022). Meta-analysis studies related to the existence of VR and its applications are more inclined to areas connected to nature, and it is found that learning about natural sciences is most interesting when simulated with VR technology, especially those related to environmental issues (Smutny, 2022). This is empirically proven in the current study, that the application of virtual reality (VR) videos as asynchronous e-learning supplements has an impact on improving student learning outcomes.…”

Section: Resultsmentioning

confidence: 99%

Effects of Virtual Reality (VR) Video as Asynchronous e-Learning Supplement on Student Learning Outcomes

Ismail

2022

J. Prisma. Sains

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The purpose of this study is to explore the impact of virtual reality (VR) videos as asynchronous e-learning supplements on improving student learning outcomes. This study is an experimental study, using two sample groups (experimental and control). The experimental group was taught by presenting virtual reality (VR) videos connected to e-learning in the LMS, and the control group by traditional (face-to-face) or expository learning (without VR). Research participants in each sample group were 24 early semester students who programmed a basic natural science course at the Universitas Pendidikan Mandalika (UNDIKMA). The groups were given the initial task as a pretest, learning treatment, and the final task as a posttest. Learning assignments and descriptions of learning materials are related to the theme of 'climate change.' Test instruments (essays) were employed to measure students' cognitive learning outcomes. The test instrument used fulfills the validity aspect as a psychometric property of the instrument. Data were analyzed descriptively (n-gain parameter), and statistically (analysis of mean differences using independent sample t-test) at a significance level of 0.05. The results of the descriptive and statistical tests showed that there was a significant impact from the application of virtual reality (VR) videos as asynchronous e-learning supplements to the improvement of student learning outcomes. Our findings confirm that virtual reality (VR) videos as asynchronous e-learning supplements are better at improving student learning outcomes when compared to traditional face-to-face (expository) learning. More detailed results are presented in this article.

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Section: Resultsmentioning

confidence: 99%

Effects of Virtual Reality (VR) Video as Asynchronous e-Learning Supplement on Student Learning Outcomes

Ismail

2022

J. Prisma. Sains

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“…En la RV, como en cualquier ilusión, a pesar de que el usuario sabe que no es real, esto no cambia ni su percepción ni su respuesta (Slater, 2018). No son pocos los estudios que auguran que la RV está destinada a jugar un rol importante en la educación del futuro (Smutny, 2022).…”

Section: Didascalia Virtual-classroom Una Visión General De La Propue...unclassified

Realidad Virtual Inmersiva para mejorar la competencia de gestión del clima del aula en secundaria

Valdivia

Manero²,

Morodo³

et al. 2023

EducXX1

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Este artículo describe el sistema Didascalia Virtual-Classroom, un entorno de realidad virtual inmersiva (ERVI) que permite a los docentes experimentar y reflexionar sobre cuestiones decisivas de la gestión eficaz de conflictos en el aula de secundaria. En el contexto del máster de formación del profesorado, en una universidad española, 162 docentes en formación (67.3% mujeres, Medad= 27.3) participaron en una experiencia de Investigación e Innovación Responsable, para evaluar la utilidad del ERVI para fomentar el aprendizaje de la competencia de gestión de clima del aula, al tiempo que reflexionaban sobre su autoeficacia percibida en esta competencia docente. Los datos se recopilaron mediante cuestionarios, entrevistas y grupos de discusión, y posteriormente se analizaron mediante pruebas estadísticas y análisis de contenido. Nuestros resultados confirman que los docentes en formación perciben limitaciones en su autoeficacia para la gestión del aula. Por otro lado, el análisis temático de los grupos de discusión permitió identificar oportunidades y ventajas que ofrece este escenario para fomentar el aprendizaje de la competencia para la gestión del clima del aula. En general, los participantes percibieron que el entorno Didascalia-VC podría ser muy útil en la formación inicial, destacaron la importancia de la inmersión del sistema y su realismo. Además, los participantes reconocieron que las experiencias proporcionadas por este ERVI pueden fomentar el aprendizaje reflexivo y crítico sobre la gestión eficaz del aula. Se sugieren algunas ideas para continuar la investigación, mejorar el desarrollo y extender el uso de esta herramienta en el máster de profesorado de secundaria, vigente en las universidades españolas.

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“…An additional study [39] reviewed the VR market for educational and training across several domains between 2019-2021 through the online store of one of the main players of the VR HMD, Oculus. The results showed that more than half of the available applications are available free of charge, mostly in English, and the best rated applications came from the nature, space, medicine, art and history domains.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This makes the content, app, or system only accessible to learners, especially school pupils, in English-speaking countries or to international schools that follow an English-speaking curriculum. A recent study [39] that analysed the VR market for educational and training applications found that in 2021 there have been 233 VR applications in English, followed by 21 in French and 20 in Spanish.…”

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confidence: 99%

Creating an Immersive XR Learning Experience: A Roadmap for Educators

Meccawy¹

2022

Electronics

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The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) in education, has attracted much attention in recent years. Many educators have described how XR benefits learners and how useful AR and VR technologies are in the classroom. However, creating AR and VR educational tools, apps or learning environments is a complex process, hence providing an immersive learning experience using these technologies is not a straightforward journey. As a result, the adoption of these emerging technologies in education might be delayed or halted despite their reported benefits to today’s learners. In this paper, websites, technical articles, academic journals, reports and mobile app stores, relating to the use of XR technologies in education, have been examined. A number of themes have emerged and been reported in this paper, which provides a roadmap for those who would like to create XR experiences for learning and training purposes. The paper also describes the factors that should be considered when selecting an option to follow to introduce such immersive learning experiences.

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Learning with virtual reality: a market analysis of educational and training applications

Cited by 33 publications

References 40 publications

Effects of Virtual Reality (VR) Video as Asynchronous e-Learning Supplement on Student Learning Outcomes

Effects of Virtual Reality (VR) Video as Asynchronous e-Learning Supplement on Student Learning Outcomes

Realidad Virtual Inmersiva para mejorar la competencia de gestión del clima del aula en secundaria

Creating an Immersive XR Learning Experience: A Roadmap for Educators

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