Strolling through a city of the Roman Empire: an analysis of the potential of virtual reality to teach history in Primary Education

Taranilla, Rafael Villena; Gutiérrez, Ramón Cózar; González‐Calero, José Antonio; Cirugeda, Isabel López

doi:10.1080/10494820.2019.1674886

Cited by 85 publications

(51 citation statements)

References 47 publications

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“…A CFA found evidence of validity: RIMMS responses retained the four-factor structure intended by the measure’s developers – attention, relevance, confidence, and satisfaction. This finding adds to the growing body of evidence suggesting the RIMMS can be used to draw valid inferences in a variety of cultures ( Linser and Kurtz, 2018 , 1508; Nel and Nel, 2019 , 178; Villena Taranilla et al, 2019 , 4). This is the first study, to our knowledge, that extends these findings to China.…”

Section: Discussionsupporting

confidence: 53%

“…A validation study found that the RIMMS fits the four factors of the ARCS Model better than the IMMS ( Loorbach et al, 2015 , 204–218). The RIMMS is appropriate for measuring students’ responses to adaptive learning technology; it was validated in an individual learning setting ( Loorbach et al, 2015 , 204), and has been applied in a range of computer-based learning settings ( Khacharem, 2017 , 4; Linser and Kurtz, 2018 , 1508; Nel and Nel, 2019 , 178–80; Villena Taranilla et al, 2019 , 6). These studies have generally reported acceptable subscale reliabilities for each of the four subscales: attention (α = 0.73–0.90), relevance (α = 0.69–0.82), confidence (α = 0.59–0.89), and satisfaction (α = 0.82–0.88).…”

Section: Introductionmentioning

confidence: 99%

“…The RIMMS was validated in the Netherlands ( Loorbach et al, 2015 , 1) and has since been applied in Spain, the United States, Holland, the United Kingdom, Canada, and South Africa ( Linser and Kurtz, 2018 , 1508; Nel and Nel, 2019 , 178; Villena Taranilla et al, 2019 , 4). Yet no studies to date have investigated its psychometric properties in Eastern cultures.…”

Section: Introductionmentioning

confidence: 99%

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Measuring Chinese Middle School Students’ Motivation Using the Reduced Instructional Materials Motivation Survey (RIMMS): A Validation Study in the Adaptive Learning Setting

Wang

Christensen

Xu³

et al. 2020

Front. Psychol.

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Valid measures of student motivation can inform the design of learning environments to engage students and maximize learning gains. This study validates a measure of student motivation, the Reduced Instructional Materials Motivation Survey (RIMMS), with a sample of Chinese middle school students using an adaptive learning system in math. Participants were 429 students from 21 provinces in China. Their ages ranged from 14 to 17 years old, and most were in 9th grade. A confirmatory factor analysis (CFA) validated the RIMMS in this context by demonstrating that RIMMS responses retained the intended four-factor structure: attention, relevance, confidence, and satisfaction. To illustrate the utility of measuring student motivation, this study identifies factors of motivation that are strongest for specific student subgroups. Students who expected to attend elite high schools rated the adaptive learning system higher on all four RIMMS motivation factors compared to students who did not expect to attend elite high schools. Lower parental education levels were associated with higher ratings on three RIMMS factors. This study contributes to the field's understanding of student motivation in adaptive learning settings.

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Section: Discussionsupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Measuring Chinese Middle School Students’ Motivation Using the Reduced Instructional Materials Motivation Survey (RIMMS): A Validation Study in the Adaptive Learning Setting

Wang

Christensen

Xu³

et al. 2020

Front. Psychol.

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“…Among those studies, six used a randomized between-groups design with a pre-post evaluation of learning (Ekstrand et al, 2018;Huang et al, 2019;Kozhevnikov, Gurlitt, & Kozhevnikov, 2013;Maresky et al, 2019;Olmos-Raya et al, 2018;Villena Taranilla, Cózar-Gutiérrez, González-Calero, & López Cirugeda, 2019). Ekstrand et al (2018) investigated the effect of IVR on knowledge acquisition and retention of neuroanatomical structures.…”

Section: Positive Learning Outcomementioning

confidence: 99%

“…Three studies (Olmos-Raya et al, 2018;Stepan et al, 2017;Villena Taranilla et al, 2019) used a validated instrument. Olmos-Raya et al (2018) used the Intrinsic Motivation Inventory (IMI) (Ryan & Deci, 2000) to measure students' intrinsic motivation at school in a pretest and students' intrinsic motivation related to the activity in a posttest.…”

Section: Motivational Outcomesmentioning

confidence: 99%

Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research

Natale¹,

Repetto²,

Riva

et al. 2020

Brit J Educational Tech

258

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Immersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems' use in K-12 and higher educational contexts and investigating their effectiveness in facilitating learning in terms of knowledge attainment and retention and motivational outcomes. The synthesis of the reviewed studies (n = 18) show that IVR can support a number of activities and experiences that in turn improve learning and motivate students to fulfill educational goals by eliciting their interest and engagement with the learning materials. The main advantage of IVR seems related to the possibility for users to have first-hand experiences that would not be possible in the real world, simultaneously offering unique opportunities for experiential and situated learning, as well as promoting students' motivation and engagement. Despite the promising findings, the reviewed studies present several methodological flaws: non-randomized trials, small sample sizes, unbalanced samples and non-validated measures. This in turn makes it difficult to generalize from these results. Future research is needed to investigate the unique opportunities of IVR in education.

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A meta‐analysis and systematic review of the effect of virtual reality technology on users' learning outcomes

2022

Comp Applic In Engineering

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With the rapid development of science and technology, virtual reality (VR) technologies have obtained great popularity in education, coupled with many studies on the effect of VR technologies on learning outcomes. However, few studies have systematically summarized their effect on educational outcomes. This study systematically and meta-analytically examined the effect of VR technologies on educational outcomes using Stata 14.0. The researchers reviewed 43 empirical VR studies in education, ranging from 1993 to 2020, in high-impact journals of educational technology. Researchers included the subgroups such as VR users' learning outcomes consisting of intellectual skills, cognitive strategies, attitudes, motor skills, and educational levels of participants, as well as countries or regions where the sample was recruited. It is found that VR technologies can positively influence learning outcomes in education, improve learning outcomes across the world except Europe, and facilitate learning outcomes at different educational levels except the primary school level. Future designers and teachers should attempt to stimulate their learning interest in the VR-based approach by integrating interesting components into VR technologies. Future design of VR-based approach can also attach enough importance to motivation and satisfaction of learners, construction of VR labs in education, and the impacts of VR on students.

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Strolling through a city of the Roman Empire: an analysis of the potential of virtual reality to teach history in Primary Education

Cited by 85 publications

References 47 publications

Measuring Chinese Middle School Students’ Motivation Using the Reduced Instructional Materials Motivation Survey (RIMMS): A Validation Study in the Adaptive Learning Setting

Measuring Chinese Middle School Students’ Motivation Using the Reduced Instructional Materials Motivation Survey (RIMMS): A Validation Study in the Adaptive Learning Setting

Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research

A meta‐analysis and systematic review of the effect of virtual reality technology on users' learning outcomes

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