Perceived learning in virtual reality and animation-based learning environments: A case of the understanding our body topic

Çakıroğlu, Ünal; Aydın, Merve; Özkan, Âdem; Turan, Şeyma; Cihan, Aslı

doi:10.1007/s10639-021-10522-2

Cited by 16 publications

(5 citation statements)

References 43 publications

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“…Most of them (40) concluded that VR/AR technology could effectively improve the academic performance of science courses, enhance the understanding of scientific concepts and phenomena (31 papers: ID1, ID4, ID6, ID7, ID8, ID9, ID12, ID13, ID14, ID16, ID17, ID18, ID19, ID20, ID21, ID22, ID23, ID24, ID25, ID28, ID29, ID30, ID32, ID36, ID40, ID41, ID43, ID44, ID55, ID57, ID58), promote students' knowledge construction (3 papers: ID10, ID40, ID51), improve their science thinking ability (6 papers: ID2, ID11, ID20, ID30, ID37, ID44), improve their problem-solving ability three papers: ID21, ID41, ID60), realize the comprehensive improvement of scientific quality (2 paper: ID34, ID50), or evaluate the effect of students' mastery of scientific process (1 paper: ID61). For instance, Çakıro glu (ID40) found that the VR environment provided a variety of sensory stimuli, enabling students to observe things closely and pay more attention to details [50]. Moreover, VR materials could help learners better associate previous knowledge with new knowledge.…”

Section: Cognitive Goalsmentioning

confidence: 99%

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

Zhang

Wang

2021

Sustainability

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Effective teaching of science requires not only a broad spectrum of knowledge, but also the ability to attract students’ attention and stimulate their learning interest. Since the beginning of 21st century, VR/AR have been increasingly used in education to promote student learning and improve their motivation. This paper presents the results of a systematic review of 61 empirical studies that used VR/AR to improve K-12 science teaching or learning. Major findings included that there has been a growing number of research projects on VR/AR integration in K-12 science education, but studies pinpointed the technical affordances rather than the deep integration of AR/VR with science subject content. Also, while inquiry-based learning was most frequently adopted in reviewed studies, students were mainly guided to acquire scientific knowledge, instead of cultivating more advanced cognitive skills, such as critical thinking. Moreover, there were more low-end technologies used than high-end ones, demanding more affordable yet advanced solutions. Finally, the use of theoretical framework was not only diverse but also inconsistent, indicating a need to ground VR/AR-based science instruction upon solid theoretical paradigms that cater to this particular context.

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Section: Cognitive Goalsmentioning

confidence: 99%

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

Zhang

Wang

2021

Sustainability

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“…Users can navigate through digital spaces, manipulate virtual objects, and participate in rich storytelling experiences; all while being surrounded by visually stunning and dynamically animated content. This fusion of technologies not only opens new frontiers for entertainment but also holds tremendous potential in fields such as education, training, and healthcare, providing users with immersive and interactive learning experiences [2][3][4]. As advancements in these technologies continue the possibilities for creative expression and practical applications are boundless, ushering in a new era of interactive and animated virtual reality experiences [5].…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality Animation Interaction Design using Bayesian Physics-Informed Neural Network with Archimedes Optimization Algorithm Based Scene Modelling

Pengyuan Zhu

2024

jes

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Virtual Reality Animation Interaction Design is a dynamic field at the intersection of technology and creativity, where immersive experiences come to life through the fusion of animation and interactive design. There are some challenges involves in design of virtual Reality animation. The main challenge is animation image error involves in the design. To overcome this issue, present a Virtual Reality Animation Interaction Design Using Bayesian Physics-Informed Neural Network with Archimedes Optimization Algorithm Based scene modelling (VRAID-BPINN-AOA) is proposed. Initially, the animation images are collected from animation dataset. Then, the animation images are fed to pre-processing segment. In pre-processing segment, the noise of the image is removing layer by layer by utilizing adaptive-noise Augmented Kalman Filter (ANAKF). Then the pre-processed animation image is given for Feature extraction process. In Feature extraction, spatiotemporal features such as Object Position, velocity, Optical flow and Crowd Density are extracted by utilizing Multi-Level 2-D Quantum Wavelet Transform (ML2DQWT). Finally the extracted feature attributes are given to Bayesian physics-informed neural network (BPINN) for the prediction of error in the animation images. In general, BPINN does not express some adaption of optimization strategies for determining optimal parameters to promise accurate prediction of error. Therefore, Archimedes Optimization Algorithm (AOA) is proposed to optimize the parameter of BPINN .The proposed technique is implemented and efficacy of VRAID-BPINN-AOA technique is assessed by support of numerous performances such as Bit Error Rate, Design Rate, End to End Delay, Latency, and Transmission Rate. Proposed VRAID-BPINN-AOA method attains 28.56%, 26.67% and 25.67% lower Bit error rate and26.42%, 25.67% and 23.67% lower Design rate are compared with existing such as Virtual Interactive Animation Design with Restricted Boltzmann machine (VI-AD-RBM),Generative deep learning for visual animation in landscapes design using Generative adversarial network(GDL-VALD-GAN), and Hand interface using deep learning in immersive virtual reality using convolutional neural network(HID-LVIR-CNN)respectively.

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“…The combination of VR and pedagogic concept will be positioning the VR not only just instructional media as well as learning simultaneous. VR is an instructional media that can make students focus, active and successful in providing feedback to students (Rho et al, 2020). Students is being more motivating and having highness curiosity in learning is the main goal of VR (Kwon & Morrill, 2022).…”

Section: Introductionmentioning

confidence: 99%

Countenance Evaluation of Virtual Reality (VR) Implementation in Machining Technology Courses

Waskito

Wulansari

Syahri

et al. 2023

JAETS

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This study aims to evaluate whether virtual reality (VR) learning media can be used in Machining Technology courses which are practical learning but implemented virtually. The research using the Stake Countenance evaluation method was carried out at the Department of Mechanical Engineering FT-UNP in the July-December 2021 semester with 60 students as research subjects. This study was mix method by using sequential explanatory design. which is the collection of quantitative and qualitative data that is carried out sequentially. Data related to the antecedents, transaction, and outcomes phases were collected using questionnaires, interviews, and observations. The research begins with developing VR media that is implemented to learning materials in the field of Machining Technology and then applied to learning. Then first stage is carried out using quantitative then the next stage or the second stage is carried out using qualitative. The result of research showed that this VR application can help students understand the theory of introducing machine tool operations but have not been able to run machine. This study imply that students’ learning process should be enjoyable and also influence existing practices of Student-Centered Learning. The novelty of this study showed the evaluation result of technology, especially virtual reality can be implemented in the practice learning course, it can be reference for educator to consider implementing technology in practice learning. This study will contribute to existing knowledge and various instructional method that can be implemented by educator

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Perceived learning in virtual reality and animation-based learning environments: A case of the understanding our body topic

Cited by 16 publications

References 43 publications

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

Virtual Reality Animation Interaction Design using Bayesian Physics-Informed Neural Network with Archimedes Optimization Algorithm Based Scene Modelling

Countenance Evaluation of Virtual Reality (VR) Implementation in Machining Technology Courses

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