Perception Engineering Learning With Virtual Reality

Bohné, Thomas; Heine, Ina; Gürerk, Özgür; Rieger, Christoph; Kemmer, Lukas; Cao, Lydia Y.

doi:10.1109/tlt.2021.3107407

Cited by 22 publications

(5 citation statements)

References 103 publications

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“…Since previous virtual assembly training research indicates more significant results with rising task complexity (CProduct > 7), our assembly might not have met the required complexity threshold [88]. However, a counterargument to this line of reasoning is that the same task we used in the experiment yielded significant results in another experimental study [89], which in turn makes a ceiling effect explanation unlikely.…”

Section: Discussionmentioning

confidence: 80%

Gamification Intensity in Web-Based Virtual Training Environments and Its Effect on Learning

Bohne¹,

Heine²,

Muêller³

et al. 2023

IEEE Trans. Learning Technol.

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Gamification approaches to learning use game-inspired design elements to improve learning. Given manifold design options to implement gamification in virtual environments, an important but underexplored research area is how the composition of gamification elements affects learning. To advance research in this area, we systematically identified key design elements that have shown promise in leading to positive learning results. We then conducted an experiment in which we varied gamification intensity in web-based virtual training environments for a procedural industrial task. 355 participants were divided into a baseline group without gamification, a basic, and an advanced gamification group. Analysis of participants' learning included learning outcomes (time-to-completion and number of mistakes), affective learning factors (motivation, self-efficacy, satisfaction), learning system usability and perceived cognitive load throughout the learning process. The results did not show any statistically significant difference favoring the higher levels of gamification intensity with respect to lower ones. Conversely, we found that participants' computer gaming habits and technical equipment (display size and computer pointing device) significantly influenced learning.

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Section: Discussionmentioning

confidence: 80%

Gamification Intensity in Web-Based Virtual Training Environments and Its Effect on Learning

Bohne¹,

Heine²,

Muêller³

et al. 2023

IEEE Trans. Learning Technol.

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“…The research design was similar to the one used by Bohné et al (2021). Participants were randomly split into two groups and trained in the execution of an unfamiliar industrial assembly task using either DVR or IVR.…”

Section: Research Approachmentioning

confidence: 99%

“…Both groups received the same training in the same VR environment (Figure 2). The VR environment was an advanced version of the environment used by Bohné et al (2021). It included a familiarization phase before the main training to account for the pretraining principle (Mayer, 2017).…”

Section: Research Approachmentioning

confidence: 99%

Skill retention after desktop and head-mounted-display virtual reality training

et al. 2023

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Virtual Reality (VR) is increasingly used in learning and can be experienced with a head-mounted display (HMD) as a 3D immersive version (IVR) or with a PC (or another computer) as a 2D desktop-based version (DVR). A research gap is the effect of IVR and DVR on learners' skill retention. To address this gap, we designed an experiment in which learners were trained and tested for the assembly of a procedural industrial task.We found non-significant differences in the number of errors, the time to completion, satisfaction, self-efficacy and motivation. The results support the view that DVR and IVR are similarly useful for learning retention. These insights may help researchers and practitioners to decide which form of VR they should use.

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“…They offer engineers the opportunity to apply theoretical knowledge to real industrial problems and develop their creativity, team-working and problem-solving skills. So, interactive and immersive 3D visualization is promising for the engineering education and research by offering an innovative technology that can be employed to produce creative learning and training in engineering material and environments (Bohné et al, 2021;Abulrub et al, 2011).…”

Section: Vr and Educationmentioning

confidence: 99%

Virtual Reality in education: Attempting an epistemic justification

Stelios¹,

Tzavaras²,

Dermata³

2022

Eur. J. Teach. Educ.

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In discussing the limits of human knowledge, physical objects are, in principle, not identical to the apparent ones. This is because the latter depend also on the observer. Virtual reality (VR) models are environments that address the senses and therefore belong to the apparent space. Therefore, they seem to prevent an epistemic justification. Based on that, this paper discusses VR technology’s potential to provide knowledge of external reality to students. This is particularly important in light of the conditions imposed by the COVID-19 pandemic, which have led to an increasingly significant role of VR related technologies in education. The research question of this study is whether VR models being used as educational tools, bring us closer – or not – to knowing the properties of physical objects. The main focus of this epistemic investigation is Russell’s theory of perception with an emphasis to the concept of space. Analysis indicates that VR is educationally useful especially when it comes to objects that are absent from our perceptual range. VR technology brings us closer to the theoretical properties of non-perceptual objects, those that cannot be perceived by the senses, like exoplanets. Furthermore, it brings us closer to the non-perceptual properties of directly perceived objects, properties referring, for example to subatomic structures. In a theoretical level, this macro and micro “terra incognita” may be linked to the sensibilia entities proposed by Russell (1914).

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Perception Engineering Learning With Virtual Reality

Cited by 22 publications

References 103 publications

Gamification Intensity in Web-Based Virtual Training Environments and Its Effect on Learning

Gamification Intensity in Web-Based Virtual Training Environments and Its Effect on Learning

Skill retention after desktop and head-mounted-display virtual reality training

Virtual Reality in education: Attempting an epistemic justification

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