Open Distance Learning and Immersive Technologies: A Literature Analysis

Abstract

Open and distance learning (ODL) education provides an opportunity for prospective students who require flexibility in education enabling learning without traditional face to face lecture sessions. Previous literature indicated that there has been a growing curiosity amongst educators, researchers, and pedagogues on employing modern visualization technologies to enrich current educational experiences for students who do not attend face to face lessons. This study aims to explore how new immersive technology can be used to enhance the experience of distance learning. Using a systematic literature review, findings were presented in the form of a thematic discussion looking at journal articles between the year 2000 to October 2018. Following a review of 40 articles which were included in the qualitative synthesis, this study investigated the challenges experienced in open distance learning experience, in an attempt to form the basis of interlinking the use of Virtual and Augmented Reality (AR) technologies to enhance the distance learning experience. Findings revealed ODL presently employs various Information and Communication Tools (ICT) which are comprised of technological resources that assist the facilitation of lecturer and student interaction. However, these ICTs do not fully assist in enhancing the DL experience. Results from the review found that the adoption of Augmented and Virtual Reality (VR) in higher education contributed to learner engagement and enhanced learning outcomes. Moreover, literature revealed that immersive learning is best utilized as a complement to traditional learning as opposed to a replacement.

The effects of neonatal resuscitation gamification program using immersive virtual reality: A quasi-experimental study

“…The present study developed an immersive VR neonatal resuscitation gamification program using Keller's ARCS model (1987), which included neonatal resuscitation nursing knowledge, problem-solving and clinical reasoning ability, self-confidence in practical performance, degree of anxiety, and learning motivation, which have previously demonstrated significant effectiveness ( Jeong and Choi, 2017 ; Nielsen and Harder, 2013 ; Shin et al, 2015 ; Yang, 2021 ). There are conflicting opinions about the possibility of replacing face-to-face simulation training in VR programs using immersive technologies ( Ntaba and Jantjies, 2019 ). Some previous studies ( Brady et al, 2018 ; Liaw et al, 2020 ; Succar et al, 2022 ) have demonstrated that VR programs have serious limitations in replacing face-to-face simulation training.…”