Virtual Reality-Based Learning Environments: Recent Developments and Ongoing Challenges

Ip, Horace H. S.; Li, Chen

doi:10.1007/978-3-319-20621-9_1

Cited by 19 publications

(13 citation statements)

References 42 publications

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“…For example, it adds to Yueh, Chen, Lin, and Sheen ( 2014) who questioned the role of content design in favouring learners' experience in the virtual learning environment. It also supports the argument of Ip and Li (2015), Sadoux, Rzycka, Jones, andLopez (2016), andHsu, Kuo, Liang, Lee, andThomsett-Scott (2016) who have addressed the needs for effective instructional and content design in virtual worlds in order to maintain learners' intrinsic motivation.…”

Section: Discussionsupporting

confidence: 77%

Fostering Student Nurses’ Self-Regulated Learning with the Second Life Environment: An Empirical Study

2018

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Aim/Purpose: This study investigated the potential use of Second Life (SL) to facilitate nursing students’ confidence and motivation, as well as its impact on their self-regulated learning development. Background: The current emphasis on nursing education in general has resulted in more consideration of different virtual learning environments as a means for assessing individuals’ learning in a healthcare context. Methodology: A quantitative research approach employing the survey method was used in this study. A model fit for Partial Least Squares (PLS) technique on 218 participants was produced to estimate the direct effect of environmental elements in terms of environment content design, environment interactivity, and environment functionality on student nurses’ behaviour in terms of motivation and confidence. In addition, the direct effect of student nurses’ behaviour on the development of their self-regulated learning was also examined and discussed. Two SL medical scenarios were designed to facilitate nurse students’ mastery of the learning task. Contribution: This study shows the potential of using SL for empowering nurses’ self-regulated learning and collaborative learning. It extends the current understanding on how SL can assess nurses to learn about clinical related matters through the control of teleported characters (avatars), thus enhancing self-regulation. Findings: This study found that SL content design, functionality, and interactivity can positively affect nursing students’ learning by providing them with the necessary elements to stimulate their confidence and motivation. We also found that nursing students’ confidence and motivation when using SL have significantly contributed to their self-regulated learning. Recommendations for Practitioners: Findings from this study can help educational decision makers to consider the use of seamless learning environments, like the SL, to help students solve problems and generate alternative responses to their issues.

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Section: Discussionsupporting

confidence: 77%

Fostering Student Nurses’ Self-Regulated Learning with the Second Life Environment: An Empirical Study

2018

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“…Virtual Reality Learning Environment (VRLE), a VRE with explicit educational objectives and pedagogical design, well meets the requirements of being used as the training and learning environment for children with ASD. With the advent and lowering costs of VR technologies in recent years, it is becoming possible to provide training and learning activities via VR to the mass population for education in general [6] and those with ASD [7].…”

mentioning

confidence: 99%

Virtual Reality Enabled Training for Social Adaptation in Inclusive Education Settings for School-Aged Children with Autism Spectrum Disorder (ASD)

Wong

Chan

et al. 2016

Lecture Notes in Computer Science

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Abstract. The transition from kindergarten to primary school tends to be challenging for children with special needs. These children may benefit from relevant training in advance or in addition to school, yet it is challenging to support such training in an authentic, safe and controllable environment. In this paper, we present a Virtual Reality (VR) enabled system to facilitate social adaptation training for school-aged children with clinical or suspected diagnosis of Autism Spectrum Disorders (ASD) in the inclusive education setting. Six unique VR training scenarios with corresponding training protocols are designed, implemented and being delivered to over 100 school-aged children with normal-ranged IQ (IQ > 70) via a 4-side fully immersive CAVE™ VR installation in 28 sessions (14 weeks). Preliminary results indicate that after training completion, children show significant improvements in three major designated aspects, including emotion recognition, affective expression and social reciprocity.

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“…These installations allow a group of users to share virtual experiences in the same physical environment, which is particularly useful for education in classrooms where teachers tend to deliver VR learning materials to a class of students and keep them engaged in the immersive VE. However, due to the technical complexity of constructing such displays and the stringent requirements for the venue, it is quite difficult to apply them to large-scale general education [41].…”

Section: Showcases Of Popular Vr Productsmentioning

confidence: 99%

Virtual Reality Technology as an Educational and Intervention Tool for Autism Spectrum Disorder: Current Perspectives and Future Directions

Zhang¹,

Ding²,

Zhang³

2022

Preprint

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Virtual reality (VR) technology gains theoretical support from rehabilitation and pedagogical theories and offers a variety of capabilities in educational and interventional contexts with affordable products. VR is attracting increasing attention in the medical and healthcare industry as it provides fully interactive three-dimensional simulations of real-world settings and social situations, which are particularly suitable for cognitive and performance training including social and interaction skills. The worldwide rising trend in the prevalence of autism spectrum disorder calls for innovative and efficacious techniques for assessment and treatment. The article offers a summary of current perspectives and evidence-based applications of VR technology as an educational and intervention tool for individuals with autism spectrum disorder, with a primary focus on social communication including social functioning, emotion recognition, and speech and language. Technology- and design-related limitations as well as the disputes over the application of virtual reality to autism research and therapy are discussed and future directions of this emerging field are highlighted with regards to application expansion and improvement, technology enhancement, and the development of brain-based research and theoretical models.

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Virtual Reality-Based Learning Environments: Recent Developments and Ongoing Challenges

Cited by 19 publications

References 42 publications

Fostering Student Nurses’ Self-Regulated Learning with the Second Life Environment: An Empirical Study

Fostering Student Nurses’ Self-Regulated Learning with the Second Life Environment: An Empirical Study

Virtual Reality Enabled Training for Social Adaptation in Inclusive Education Settings for School-Aged Children with Autism Spectrum Disorder (ASD)

Virtual Reality Technology as an Educational and Intervention Tool for Autism Spectrum Disorder: Current Perspectives and Future Directions

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