Maroon VR: A Room-Scale Physics Laboratory Experience

Pirker, Johanna; Lesjak, Isabel; Guetl, Christian

doi:10.1109/icalt.2017.92

Cited by 32 publications

(17 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Efforts to develop stereoscopic VR visualizations for physics began in the mid-1990s [1][2][3] and continue to the present day (see, e.g., Refs. [4][5][6][7][8][9] and references therein) as the technology improves.…”

Section: Introductionmentioning

confidence: 99%

Using virtual reality in electrostatics instruction: The impact of training

Porter

Smith

Stagar

et al. 2020

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

Recent years have seen a resurgence of interest in using virtual reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. [A controlled study of stereoscopic virtual reality in freshman electrostatics,

show abstract

Section: Introductionmentioning

confidence: 99%

Using virtual reality in electrostatics instruction: The impact of training

Porter

Smith

Stagar

et al. 2020

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…The visualizations in the AR and VR modes can help us to comprehend the physical processes and phenomenon, and especially those, which cannot be seen with our eyes or reproduced. Thus, in the works of Franklin and Ryder [19], Pirker et al [44], and Sunders et al [52] virtual environments were developed, which allow studying, controlling, and interacting with electromagnetic phenomena. Another example of visualizing the complex conceptions is the OpenRelativity project [53].…”

Section: Related Workmentioning

confidence: 99%

Augmented and virtual reality for physics: Experience of Kazakhstan secondary educational institutions

Daineko

Ipalakova

Tsoy

et al. 2020

Comp Applic In Engineering

View full text Add to dashboard Cite

Currently, computer‐based training systems, such as virtual laboratories (VLs), are becoming more common not only in universities but also in secondary schools. For physics, VLs are of great importance, as they allow simulating processes that cannot be seen or reproduced. Technologies such as augmented reality (AR) and virtual reality (VR) help us to create such physical visualizations. This study presents a VL, which allows users to solve various physical practical tasks or problems with the help of three‐dimensional process visualizations performed in three different ways, namely desktop VR, AR, and VR using a Leap Motion controller. This study describes in detail the functionality and implementation of a VL. As an experiment, three schools were provided with the necessary equipment and software. Fifty pupils of the 9th grade used the developed VL for half of the academic year, after which they took part in a comprehensive survey. About 88% of them found the laboratory useful for studying physics. The children were satisfied with its functionality and usability. Interviews with teachers helped us to understand which of the three visualization methods is preferable for them and children in the present environment.

show abstract

“…Furthermore, at this level, one must be able to generate, plan and produce new patterns and structures, but also to recognize the occurring changes. The traditional methods of teaching and training are mostly focused on the lower levels of Bloom's taxonomy, but VR has the potential to impact higher levels of Bloom's taxonomy (applying, analyzing and evaluating) [33] as training in VR involves also the practical level.…”

Section: Cognitive Levels Of Learningmentioning

confidence: 99%

“…In addition, there is a lack of studies comparing different technologies and their learning outcomes. Some recent studies [4,5,33] measured learning in VR by using Bloom's taxonomy [8]. Interestingly, all these studies suggest that VR has potential to produce higher learning outcomes, such as applying, analyzing and evaluating.…”

Section: Introductionmentioning

confidence: 99%

“…Interestingly, all these studies suggest that VR has potential to produce higher learning outcomes, such as applying, analyzing and evaluating. However, only the study by Parmar et al [33] compared the difference between a VR-based learning environment and a desktop-based learning environment. As a result, there is a need for more research on different learning technologies and their learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Learning Outcomes with Various Technologies - Proposing Design Principles for Virtual Reality Learning Environments

Holopainen¹,

Lähtevänoja²,

Mattila

et al. 2020

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

The study compares three virtual learning environments: VR, 3D videos and 2D videos. Following Bloom's taxonomy of learning outcomes, we measure remembering, understanding and ability to apply. We also apply the affordance theory framework to explain the differences between these virtual learning environments. Based on the results, we propose design principles for VR learning environments. The results suggest that VR has its advantages on the apply -level, or higher, as it outperforms the other two technologies at this level. In addition, several design principles are suggested, such as customized learning, challenging learning environments, multi-sensory effects, immersion, interactivity, 3D-dimensionality, engagement as well as motivation towards the content and technology. The results highlight the importance of choosing the right technology when designing virtual learning environments. This study demonstrates how virtual environment affordances and equivalent scales can be used in making those decisions.

show abstract

Maroon VR: A Room-Scale Physics Laboratory Experience

Cited by 32 publications

References 8 publications

Using virtual reality in electrostatics instruction: The impact of training

Using virtual reality in electrostatics instruction: The impact of training

Augmented and virtual reality for physics: Experience of Kazakhstan secondary educational institutions

Exploring the Learning Outcomes with Various Technologies - Proposing Design Principles for Virtual Reality Learning Environments

Contact Info

Product

Resources

About