Meta-Analysis of STEM Learning Using Virtual Reality: Benefits Across the Board

Cromley, Jennifer G.; Chen, Runzhi; Lawrence, LuEttaMae

doi:10.1007/s10956-023-10032-5

Cited by 16 publications

(6 citation statements)

References 41 publications

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“…", "I think it just makes sense to stick w the traditional way of doing it". Indeed, other studies when assessing VR-based instruction reported similar concerns like discomfort, technical issues, and distractions due to novelty (8) and discussed various challenges faced during implementing VR (7,(21)(22)(23)(24)(25). Such challenges and other contributors have impeded the process of incorporating technological advancements into the traditional education paradigm (26)(27)(28).…”

Section: Discussionmentioning

confidence: 99%

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Immersive virtual reality-based learning as a supplement for biomedical engineering labs: challenges faced and lessons learned

Tandon,

Maldonado,

Wilkerson

et al. 2024

Front. Med. Technol.

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IntroductionImmersive virtual reality (VR) based laboratory demonstrations have been gaining traction in STEM education as they can provide virtual hands-on experience. VR can also facilitate experiential and visual learning and enhanced retention. However, several optimizations of the implementation, in-depth analyses of advantages and trade-offs of the technology, and assessment of receptivity of modern techniques in STEM education are required to ensure better utilization of VR-based labs.MethodsIn this study, we developed VR-based demonstrations for a biomolecular engineering laboratory and assessed their effectiveness using surveys containing free responses and 5-point Likert scale-based questions. Insta360 Pro2 camera and Meta Quest 2 headsets were used in combination with an in-person lab. A cohort of 53 students watched the experimental demonstration on VR headsets in the lab after a brief lab overview in person and then performed the experiments in the lab.ResultsOnly 28.29% of students reported experiencing some form of discomfort after using the advanced VR equipment as opposed to 63.63% of students from the previous cohort. About 40% of the students reported that VR eliminated or reduced auditory and visual distractions from the environment, the length of the videos was appropriate, and they received enough information to understand the tasks.DiscussionThe traditional lab method was found to be more suitable for explaining background information and lab concepts while the VR was found to be suitable for demonstrating lab procedures and tasks. Analyzing open-ended questions revealed several factors and recommendations to overcome the potential challenges and pitfalls of integrating VR with traditional modes of learning. This study provides key insights to help optimize the implementation of immersive VR to effectively supplement in-person learning experiences.

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Section: Discussionmentioning

confidence: 99%

“…Several studies have tried to assess the effectiveness of VR in the realm of STEM education (6)(7)(8)(9)(10). For radiotherapy students, VR technology was used to simulate a radiotherapy treatment system.…”

mentioning

confidence: 99%

Immersive virtual reality-based learning as a supplement for biomedical engineering labs: challenges faced and lessons learned

Tandon,

Maldonado,

Wilkerson

et al. 2024

Front. Med. Technol.

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“…Such conditions are especially valuable for such specialties as medicine and engineering [20]. [21] showed that learners and students perceive virtual reality better from desktop virtual reality applications than from head-mounted devices. To improve the effectiveness of virtual reality, active learning methods should be incorporated, which can shift the focus to the learningrelevant aspects of the virtual reality learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

From traditional to digital: The impact of drones and virtual reality technologies on educational models in the post-epidemic era

Lu,

Dawod,

Ying

2023

Sustainable Engineering and Innovation

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Employment of various innovative tools for education in the post-epidemic era is an urgent issue of improving the quality and efficiency of education and the relevance of educational material. The study aims to investigate the impact of the use of drones and virtual reality in educational models of student learning in the post-pandemic period. The study was conducted using a quantitative method, a sociological survey, a pedagogical experiment, and mathematical processing of the results. The study involved fourth-year students (n=748) studying in the following specialties: geography and ecology (n=119), engineering, robotics (n=135), architecture and urban planning (n=120), agriculture, agronomy (n=118), information technology (IT) (n=139), journalism (n=117), and teachers (n=258) with more than 5 years of experience. For the educational process of students of each specialty, the scope of application of drones and virtual reality has been developed. Classes with the use of drones and virtual reality were held two times a week for one academic semester. Afterward, students were interviewed using an adapted questionnaire to study their attitudes toward virtual reality technologies and drones for learning. Students of all specialties positively evaluated various aspects of the use of drones and virtual reality in their educational process. The use of drones helps to improve student engagement and visual attention and has a positive impact on learning efficiency and student satisfaction with the learning process. Teachers approve of the use of drones and virtual reality in teaching but point out that further development of the methodology for training stakeholders in the educational process, infrastructure, improvement of curricula, and consideration of various aspects of technology use is needed to effectively implement drones and virtual reality in the learning process. The practical significance of this study is to present aspects of the use of drones in teaching students of certain specialties and to study the impact of the effectiveness of the use of these technologies on the opinions of students and teachers.

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“…Recent scientific evidence highlights the promising potential of virtual reality (VR) as an effective method for giving science lessons [19][20][21][22]. A comprehensive review of scientific databases, including Scopus and Web of Science, revealed numerous studies dedicated to exploring this innovative approach [23][24][25][26][27]. These findings evidence that VR has the capacity to improve students' comprehension of intricate scientific concepts, particularly in fields such as biology, chemistry, physics, and earth and space sciences [28][29][30][31].…”

Section: Emerging Technologies In Science Educationmentioning

confidence: 99%

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Silva-Díaz,

Marfil-Carmona,

Narváez

et al. 2023

Education Sciences

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In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration.

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Meta-Analysis of STEM Learning Using Virtual Reality: Benefits Across the Board

Cited by 16 publications

References 41 publications

Immersive virtual reality-based learning as a supplement for biomedical engineering labs: challenges faced and lessons learned

Immersive virtual reality-based learning as a supplement for biomedical engineering labs: challenges faced and lessons learned

From traditional to digital: The impact of drones and virtual reality technologies on educational models in the post-epidemic era

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

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