The effectiveness of signaling principle in virtual reality courseware towards achievement of transfer learning among students with different spatial ability

Yahaya, Wan Ahmad Jaafar Wan; Ahmad, Awaatif

doi:10.1063/1.5005477

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…The multimedia learning principles were examined mainly in the traditional learning environments (96.3%) using paper-pencil, animations, simulations, videos, etc. Table 7 shows that only five studies tested one of the multimedia learning principles in the virtual reality environment (3.7%) (Kartiko et al, 2010;Makransky et al, 2019;Meyer et al, 2019;Parong & Mayer, 2018;Yahaya & Ahmad, 2017). However, there is no study conducted in the augmented reality learning environment.…”

Section: Rq2: What Learning Environments (Ie Ar Vr or Traditional) Ar...mentioning

confidence: 99%

Multimedia learning principles in different learning environments: a systematic review

Çeken

Taşkın

2022

Smart Learn. Environ.

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Current literature mainly focused on one or two multimedia learning principles in traditional learning environments. Studies on multimedia learning principles in AR and VR environments are also limited. To reveal the current situation and gaps of the multimedia learning principles in different learning environments, it is necessary to extend their boundaries. Thus, further studies may directly affect the investment in VR and AR technologies and their integration into the learning process by teachers. The current study presented a systematic review of multimedia learning principles in different learning environments, including traditional, virtual reality and augmented reality. In this study, 136 journal articles were identified based on PRISMA guidelines and reviewed regarding multimedia learning principles, learning environments, measurements, subject matters, learning outcomes, research methodologies, education programs, education fields, and years of publication. The results indicate that (1) there is an increasing interest in multimedia learning principles; (2) undergraduate students have been the target participant group in the review studies; (3) only five studies tested one of the multimedia learning principles in the VR environment, but no studies have been conducted in the AR learning environment; (4) most studies preferred subjective measurements (e.g., mental effort, difficulty) or indirect objective measurements (e.g., learning outcomes, eye-tracking, study time); (5) subject matters from STEM fields often preferred in investigations; and (6) modality was the most studied multimedia learning principle in the reviewed articles, followed by redundancy, multimedia, signaling, coherence, segmenting, personalization, spatial contiguity, temporal contiguity, image, pre-training, and voice, respectively. The results were discussed in detail. Specific gaps in the literature were identified, and suggestions and implications were provided for further research.

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Section: Rq2: What Learning Environments (Ie Ar Vr or Traditional) Ar...mentioning

confidence: 99%

Multimedia learning principles in different learning environments: a systematic review

Çeken

Taşkın

2022

Smart Learn. Environ.

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“…Specifically, students benefitted by implementing the theoretical knowledge in a simulated setting. However, these advantages are not provided in the traditional classroom teaching medium, mainly delivered by PowerPoint presentations and textbooks (Yahaya and Ahmad, 2017). The majority of participants agreed that they could concentrate on the assigned tasks rather than on the procedural mechanisms to perform those tasks or activities during the simulation.…”

Section: Discussionmentioning

confidence: 99%

A Simulation Design of Immersive Virtual Reality for Animal Handling Training to Biomedical Sciences Undergraduates

Tang¹,

Lee²,

Szeto³

et al. 2021

Front. Educ.

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Background: One area of biomedical research concerns is applying new treatments to cure human diseases, moving bench-side research to the bedside practice. While using animal models is crucial in the research process, researchers should strictly adhere to the moral 4R framework to protect animal welfare—replacement, reduction, refinement, and responsibility. Virtual reality (VR) applies computer technology to create a simulated environment, allowing players to immerse and interact with animated 3D contexts. We developed a virtual animal-holding simulator (ViSi) using immersive virtual reality technology for students studying in the undergraduate biomedical sciences programme. The specific objectives of the paper are to 1) describe the development of the VR courseware for animal training and 2) describe the learning experience among students.Method and Result: An evaluation of the courseware was conducted among Year one and two biomedical sciences students. Students who participated in ViSi responded positively about their involvement in the virtual environment experience and their concentration on the assigned task.Discussion: ViSi is a reliable simulation technology that can train animal handling skills, which replaces real animals, while learners’ multi-cognition could still be enhanced with simulation training. Thus, the impact of immersive VR technology integrated into skills training is promising, although few technical problems are to be resolved.

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“…An advantage of gamified VR simulation is to allow students exposed in enhanced fun searching atmosphere, increased learning concentration and retention time for memorisation, as well as prolonged sensory constellations over the hands-on work (Goswami 2008). In specific to our context, students felt beneficial in learning by translating book concept knowledge to the simulated setting, which is not delivered through traditional classroom teaching medium by Pow-erPoint presentation and textbooks (Yahaya and Ahmad 2017). A small number of students, however, did not grasp the core idea after the simulation.…”

Section: Student Voices: Implications From the In-class Experiencementioning

confidence: 99%

Experiential learning with virtual reality: animal handling training

et al. 2020

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Training in handling laboratory animals is fundamentally imperative to the responsible use of animals in research. Animal welfare topic is underdeveloped in the tertiary education, where instruction is majorly delivered in the format of lecture and group discussion only. Students with limited exposure to the laboratory were inattentive to animal welfare and uncertain how ethics intertwine with science. This paper describes a multi-disciplinary experience in developing and implementing virtual reality (VR) simulation to enhance contextual learning of using animal models in research with digital technology in biomedical science teaching at higher education. The in-house developed courseware consists of student-centred stimulations designed with game elements implemented at the tutorial session. At the first game level, the setting situates at in the preparation room that requires learners to apply the laboratory safety knowledge to wear personal protective equipment. At the second game level, the environment situates at the restricted experimental room to perform hands-on injections on mice. If the learner fails to pick up appropriate safety equipment at the first level, the learner is prohibited from entering the next level. During the simulation, the learner’s interaction is also displayed to the monitor that supports parallel teaching to the larger class. At the debriefing, 3Rs principles were reinforced as a sample framework for performing humane animal research. We illustrate how the hybrid uses of VR technology with gamification, together with didactic pedagogy, offers promise in enforcing working knowledge into better task performance, specifically research skills training. Our experience and students’ feedback show using immersive VR for educational purposes to encourage the learner applying conceptual knowledge in the simulated laboratory setting. Further application of VR in science for vocational training or higher education is feasible to engage students or stakeholders from various disciplines.

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The effectiveness of signaling principle in virtual reality courseware towards achievement of transfer learning among students with different spatial ability

Cited by 4 publications

References 13 publications

Multimedia learning principles in different learning environments: a systematic review

Multimedia learning principles in different learning environments: a systematic review

A Simulation Design of Immersive Virtual Reality for Animal Handling Training to Biomedical Sciences Undergraduates

Experiential learning with virtual reality: animal handling training

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