VR-Assisted vs Video-Assisted Teacher Training

Jean-Luc, Luqrirr; Oberdorter, Sebastian; Latoschik, Marc Erich; Wittmann, Alice; Seufert, Christian; Grafe, Silke

doi:10.1109/vr.2018.8446312

Cited by 19 publications

(22 citation statements)

References 5 publications

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“…VR has been found to improve the awareness of the kindergarten caregivers to the toddlers' emotional experiences (Passig and Noyman 2001). VR assisted teacher training also found to significantly improved Classroom Management skills of Pre-service teachers (Lugrin et al 2018). In the study focusing on oriental calligraphy, it was found that that training and transfer effects of VR were comparable and, in some situations, better than real training (Yang and Kim 2002).…”

Section: Other Domainsmentioning

confidence: 97%

Effectiveness of VR Head Mounted Displays in Professional Training: A Systematic Review

2021

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Over the past decade, virtual reality (VR) has re-emerged as a popular technology trend. This is mainly due to the recent investments from technology companies that are improving VR systems while increasing consumer access and interest. Amongst many applications of VR, one area that is particularly promising is for pedagogy. The immersive, experiential learning offered by VR provides new training and learning opportunities driven by the latest versions of affordable, highly immersive and easy to use head mounted display (HMD) systems. VR has been tested as a tool for training across diverse settings with varying levels of success in the past. However, there is a lack of recent review studies that investigates the effectiveness, advantages, limitations, and feasibility of using VR HMDs in training. This review aims to investigate the extent to which VR applications are useful in training, specifically for professional skill and safety training contexts. In this paper, we present the results from a systematic review of the effectiveness of VR-based simulation training from the past 30 years. As a secondary aim, the methodological trends of application and practical challenges of implementing VR in training curriculum were also assessed. The results suggest that there is generally high acceptance amongst trainees for VR-based training regardless of the technology limitations, usability challenges and cybersickness. There is evidence that VR is useful for training cognitive skills, such as spatial memory, learning and remembering procedures and psychomotor skills. VR is also found to be a good alternative where on the job training is either impossible or unsafe to implement. However, many training effectiveness studies reviewed lack experimental robustness due to limited study participants and questionable assessment methods. These results map out the current known strengths and weaknesses of VR HMDs and provide insight into required future research areas as the new era of VR HMD’s evolve.

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Section: Other Domainsmentioning

confidence: 97%

Effectiveness of VR Head Mounted Displays in Professional Training: A Systematic Review

2021

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“…In addition to teaching students, virtual instructors have also been created to assist in training workers. Lugrin et al 20 successfully implemented a low-cost, collaborative, and immersive VR training program with both a virtual trainee and instructor, and Podmore et al 21 implemented a virtual instructor in a program called Emergency Operations with PowerSimulator (EOPS).…”

Section: Related Workmentioning

confidence: 99%

Interacting with virtual instructors: The effect of gender and years of study on the perception of in‐game instructors

Cui

Whittinghill

Fukada

et al. 2021

Computer Animation & Virtual

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Previous research has shown that student-instructor interaction is vital to motivating students to learn a second language. However, it is unclear whether learners' demographics affect in-game immersion and interactions with virtual instructors. This study's purpose is to investigate whether the number of years learning Japanese (foreign language familiarity) influences students' immersion levels in serious games and their interactions with virtual instructors. We developed a 3D animated Japanese roleplaying game with a virtual in-game instructor. Eighty-four college students enrolled in 200-and 300-level Japanese language courses voluntarily participated in the study. Participants played the game and then answered a questionnaire concerning virtual character appearance, attentiveness to the instructor, and immersion in the game. The findings indicated that gender and the number of years studying Japanese significantly impact multiple measurements.

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“…Ein vergleichbar konfiguriertes Virtual-Reality-Projekt namens «Breaking Bad Behaviors» existiert auch an der Universität Würzburg (Lugrin et al 2016). Basierend auf einem Prä-Post-Test zur Erfassung der Classroom-Management-Kompetenzen von Studierenden vor und nach dem Besuch einer betreffenden Lehrveranstaltung berichten Lugrin et al (2018), dass der Kompetenzzuwachs bei Studierenden in der virtuellen Umgebung signifikant grösser ausfiel als bei einer Vergleichsgruppe, die mit Unterrichtsvideos arbeitete. In einem verwandten Projekt wird eine virtuelle Multi-User-Umgebung entwickelt, also ein geteilter VR-Raum, der mehrere studentische Avatare zulässt und ein vernetztes Agieren im virtuellen Unterricht erlaubt («Social Virtual Reality», Latoschik et al 2019).…”

Section: Virtual Realityunclassified

Learning to teach with digital media

Scheidig

2020

MedienPädagogik

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Die individuelle Professionalisierung und der Erwerb einschlägiger Kompetenzen sind wesentliche Ziele der Lehrpersonenbildung. Die (mangelnde) Praxisorientierung von Lehramtsstudiengängen wird jedoch seit Langem kontrovers diskutiert. Während sich die Aufmerksamkeit vor allem auf Praktika (und deren Ausdehnung) richtet, erlaubt der Einsatz digitaler Technologien in der Hochschullehre wie etwa Onlineplattformen für kollaborative Videoannotation, Eye-Tracking oder Virtual-Reality-Simulationen neue Formen der technologiegestützten Bezugnahme auf Praxis. Der Beitrag gibt einen Überblick über digitale Praxisbezüge, zeigt Beispiele und diskutiert deren Potenziale.

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VR-Assisted vs Video-Assisted Teacher Training

Cited by 19 publications

References 5 publications

Effectiveness of VR Head Mounted Displays in Professional Training: A Systematic Review

Effectiveness of VR Head Mounted Displays in Professional Training: A Systematic Review

Interacting with virtual instructors: The effect of gender and years of study on the perception of in‐game instructors

Learning to teach with digital media

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