Virtual Reality in Education: Focus on the Role of Emotions and Physiological Reactivity

Vesisenaho, Mikko; Juntunen, Merja; Häkkinen, Païvi; Pöysä-Tarhonen, Johanna; Fagerlund, Janne; Miakush, Iryna; Parviainen, Tiina

doi:10.4101/jvwr.v12i1.7329

Cited by 64 publications

(37 citation statements)

References 32 publications

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“…After the students complete a learning activity, they usually receive a reward. -Virtual reality (VR) and Augmented reality (AR): Currently, they are the most popular training innovations [38]. Virtual reality has been around for a long time.…”

Section: Standards and Trends In E-learningmentioning

confidence: 99%

An approach to designing and developing an LMS framework appropriate for young pupils

Kraleva¹,

Sabani²,

Kralev³

et al. 2020

IJECE

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The lifestyle of the new people generation, called in the scientific literature Generation Z, is closely related to the Internet, computer and information technology. Therefore, people and children belonging to this group can be viewed in terms of software technology as specific users who have high requirements regarding the functions and interface of the software applications, connectivity to social networks and instant communication via the Internet. This influenced not only on the teaching and learning methods but also on the software applications used in the learning process. In recent years, new theoretical teaching methods have emerged, and the number of electronic learning systems increased. However, students lack motivation for the learning process. This requires developing new conceptual models of training and learning software, tailored to the skills and preferences of the end-users. The young students up to 12 years of age: from kindergartens to preschools and primary schools are special users who have not been studied exhaustively. In order to present the problem related to the development of learning and training software thoroughly, the most commonly used standards and current trends, as well as the advantages and disadvantages of LMS platforms have been reviewed. Attention is drawn to the commonly used software design and development technologies. This is the reason to propose a strategy for developing a web-based e-learning management system according to the possibilities of young pupils as a specific user. Having in mind this strategy we described a software architecture, based on SCORM's specification, and we developed an LMS prototype. Its design was tailored to the skills of young children. The basic methodology used in the design and creation of the system we propose is user-centered design. The document is intended for developers, educators and scientists, studying child-computer interaction.

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Section: Standards and Trends In E-learningmentioning

confidence: 99%

An approach to designing and developing an LMS framework appropriate for young pupils

Kraleva¹,

Sabani²,

Kralev³

et al. 2020

IJECE

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“…Both measures suggested that working in small groups facilitated by the teacher was physiologically more alerting/engaging and meaningful than the lectures. Vesisenaho et al [13] reviewed the feasibility of studying learning experiences, specifically self-assessed experience of emotional involvement, in a virtual reality environment and of using (neuro)physiological measures in this context.…”

Section: Combining Learning Experiences and Physiologymentioning

confidence: 99%

“…However, there are some well-known variables that can be extracted from physiological measurements, and to some extent also from neurophysiological measures, that link with particular states, such as arousal, stress-level and vigilance [16], [17]. When these measures are integrated with experiential and cognitive measures, the complementary information across modalities can give meaningful and novel information of opportunities and challenges in learning situation (see [13]). However, systematic study of the reliability and usefulness of such measurements needs yet to be shown.…”

Section: Combining Learning Experiences and Physiologymentioning

confidence: 99%

Methodology Development in Adult Learning Research. Combining Physiological Reactions and Learning Experiences in Simulation-Based Learning Environments

Silvennoinen¹,

Vesisenaho²,

Manu³

et al. 2020

EDULEARN Proceedings

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In current theories of adult learning, there is lack of integrative, holistic framework that would integrate different elements of learning. Moreover, well-described methodological approaches for integrating different data types during naturalistic conditions are missing. We developed an interdisciplinary research design for multilevel approach on adult learning. We collected data from student-instructor dyads in aviation (n = 6 dyads) and forestry (n = 6 dyads) simulations using both quantitative (HRV, EEG; structured questionnaires) and qualitative (video recordings and stimulated recall interviews) data. We created a two-stage analysis protocol including modality specific pre-processing and quantification, and integrated multimodal analysis. First, the feasibility of achieving reliable physiological and neurophysiological recordings during learning experiences in naturalistic learning situations was established. Furthermore, a detailed description of subjective learning experiences was built on the basis of video-and interview data, including information on the challenges, emotions and studentinstructor interaction during the learning situation. Two types of approaches were used for each modality: 1) an analysis based on structured pedagogical states and 2) an analysis based on continuous time-course of events during the learning situation. This developed methodological approach enables us to more comprehensively understand the factors that influence individual experiences and success of learning interaction. To develop pedagogical processes, it is necessary to build bridges also between the concepts and theories as well as between different disciplines like education and physiology. Our approach to adult learning enables new research lines that can integrate individual experiences, emotions, physiological and neurophysiological reactions during learning.

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“…The interactions can be almost real and physical when a person uses specific electronic tools installed with sensors (for example, helmet or gloves). A previous study [7][8][9][10] conducted on VR learning experiences among students, demonstrated a positive finding of VR simulation. It reflected in the improvements in prescribed structures of knowledge [11].…”

Section: Introductionmentioning

confidence: 99%

Virtual Learning for Human Respiratory System Via Non-Immersive VR (V-HURESYS): An Evaluation

Zain¹,

Ismail²,

Noh³

et al. 2021

AETiC

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The science includes a lot of concepts and abstract that cannot be seen by the naked eye. Students have a problem remembering and visualize information contained in the science subject. Hence, the idea of the development of effective visualization learning materials using Virtual Reality is expected. By using VR, the user can visualize the structure and interact with the components inside. The purpose of the present study was to evaluate the effectiveness of application in learning the Human Respiratory System through virtual reality (VR). The evaluation conducted among secondary school students by using the Kirkpatrick Model evaluation model. The data collected from 35 Form 3 students that take a science subject. The overall percentage average of the evaluation is 72%, which considered V-HURESYS application was effective in learning the Human Respiratory System through the VR technique. Keenly, the results of the study will emphasize the student’s performance in their science subject, especially in learning Human Respiratory System topics.

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Virtual Reality in Education: Focus on the Role of Emotions and Physiological Reactivity

Cited by 64 publications

References 32 publications

An approach to designing and developing an LMS framework appropriate for young pupils

An approach to designing and developing an LMS framework appropriate for young pupils

Methodology Development in Adult Learning Research. Combining Physiological Reactions and Learning Experiences in Simulation-Based Learning Environments

Virtual Learning for Human Respiratory System Via Non-Immersive VR (V-HURESYS): An Evaluation

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