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1.
Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to greatest effect. This research describes the use of high performance real-time interactive software (VR4MAX) to build a prototype 3D VR learning system. A questionnaire survey was distributed to 167 university students to investigate learner attitudes toward learning via VR applications. Experimental results show that immersion and imagination features of VR-mediated course contents have a positive impact on perceived usefulness, and can also predict perceived ease of use, both of which contributors to behavioral intention of learners to use VR learning systems. Overall, this research validates the relationship between three features of VR and learners' behavioral intention to use VR learning. The results could prove helpful in guiding future research related to VR learning.  相似文献   

2.
Virtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing during learning. A sample of 52 university students participated in a 2 × 2 experimental cross-panel design wherein students learned from a science simulation via a desktop display (PC) or a head-mounted display (VR); and the simulations contained on-screen text or on-screen text with narration. Across both text versions, students reported being more present in the VR condition (d = 1.30); but they learned less (d = 0.80), and had significantly higher cognitive load based on the EEG measure (d = 0.59). In spite of its motivating properties (as reflected in presence ratings), learning science in VR may overload and distract the learner (as reflected in EEG measures of cognitive load), resulting in less opportunity to build learning outcomes (as reflected in poorer learning outcome test performance).  相似文献   

3.
虚拟现实(Virtual Reality,VR)技术因在交互性、沉浸性和认知性方面具有独特优势而被认为是一种能够促进教育教学发展的新型手段,但是,VR技术在教学中发挥效用的内在机制还有待深入考证。教学效用是衡量技术能否发挥教学效果及其程度的指标,具体包括学习参与、教学效率和教学效果三个维度。结合VR的技术优势和教学效用维度、经由理论演绎建构的基于VR技术的教学效用模型(VR-E3Model),聚焦于研究VR的交互过程、沉浸过程和认知过程三方面效用。其中,影响交互性效用的因素包括软件因素、硬件因素、感知有用性、感知易用性、行为意向、学习者特征等;影响沉浸性效用的因素包括感知、交互感、沉浸感、临场感等;影响认知性效用的因素包括情绪信息、知识建构、认知发展等。经过实证研究检验表明,该模型具有较好的理论解释力;VR技术产生教学效用的首因要素是教师的教学行为意向;VR技术因软硬件的差异,会为使用者带来不同的交互体验;学校在配置VR设备时应从教学需求和成本投入两个维度进行综合考量。  相似文献   

4.
Immersive training systems: Virtual reality and education and training   总被引：2，自引：0，他引：2  
This paper provides an introduction to the technology of virtual reality (VR) and its possibilies for education and training. It focuses on immersion as the key added value of VR, and analyzes what cognitive variables are connected to immersion, how it is generated in synthetic environments, what immersion is, and what its benefits are. The central research question is the value of tracked, immersive visual displays over non-immersive simulations. The paper provides a brief overview of existing VR research on training and transfer, education, and procedural, cognitive and maintenance training.  相似文献   

5.
Students' opinions about the opportunities and the implications of VR in instruction were investigated by administering a questionnaire to humanities and engineering undergraduates. The questionnaire invited participants to rate a series of statements concerning motivation and emotion, skills, cognitive styles, benefits and learning outcomes associated with the use of VR in education. The representation which emerged was internally consistent and articulated into specific dimensions. It was not affected by gender, by the previous use of VR software, or by the knowledge of the main topics concerning the introduction of IT in instruction. Also the direct participation in a training session based on an immersive VR experience did not influence such a representation, which was partially modulated by the kind of course attended by students.  相似文献   

6.
The present study investigated the influence of experimentally induced emotions (positive, neutral, negative) on learning with multimedia instruction with N = 75 university students. In order to provide sound explanations about how emotional state might impact learning, measures of motivation, cognitive load, and attentional processes (eye tracking) were integrated. Results showed that while emotions did not influence retention, emotions did influence outcomes of the comprehension and transfer test. Specifically, a facilitating effect of an induced negative emotional state on learning outcomes was observed, which could be attributed to a more focused and detailed information processing. In contrast, an induced positive emotional state had a suppressing effect on learning outcomes since learners were distracted from the learning materials by their emotions. Motivational measures were not influenced by learners' different emotional states, but overall, controlled motivation increased and autonomous motivation decreased during learning. In sum, the learners' emotional state should be considered in learning research as an important predictor for learning success.  相似文献   

7.
Virtual reality (VR) technology has been shown to be a promising teaching method in STEM subjects. Extending these findings, the current study is the first to develop and examine the feasibility of using a VR simulation in marketing (ie, a non-STEM subject). Specifically, the levels of immersion and three learning outcomes (learning attitude, enjoyment and performance) were compared between the marketing students who learned the same content through a VR simulation prototype versus a traditional static video presentation. Learning enjoyment was measured using facial electromyography, which served as a more objective measures for the feeling of enjoyment. Compared to the video condition, the results showed that VR resulted in a higher experience of immersion, learning attitude and learning enjoyment. Furthermore, immersion was found to fully mediate the positive effects of the VR simulation on learning attitude, but not enjoyment. Surprisingly, students in the video condition performed better on the knowledge-based test than those in the VR condition. The current study suggests that the current prototype of the VR simulations should be used as supplementary resource to increase the learning attitude and enjoyment, but not as a main teaching material to enhance knowledge-based performance in the marketing discipline.  相似文献   

8.
This study tested and extended Dweck’s social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses. Findings were generally consistent with Dweck’s theoretical predictions. Striving for competence improvement (mastery goals) had a positive impact on learning activities and outcomes, while striving to demonstrate competence (performance goals) or to avoid effort (work avoidance) had a negative influence on learning and achievement. Additionally, data suggested that mastery goals had a positive influence on academic achievement through the mediation of effort expenditure. The predicted effects of implicit theories of intelligence on goal orientation and cognitive engagement in learning, however, failed to emerge. Results are discussed in relation to their general theoretical implications and with regard to the specific characteristics of returning to school adults.  相似文献   

9.

An immersive virtual reality (iVR) game for high school students to learn about locations in their watershed with a primary focus on their city was designed and developed, employing a design model that focuses on flow. An exploratory study with the iVR game was conducted in an urban school in the eastern USA with 57 adolescents ages 16–18 from a population that is economically disadvantaged and includes students who are typically unengaged in traditional school-based learning environments. After game completion, the participants completed a 10-item survey measuring elements of flow and a 12-item survey designed to measure perceptions toward learning with VR games, immersion and presence. Participant focus groups were conducted with an emphasis on features that promoted engagement, learning, immersion, and presence. The findings revealed that all students experienced a flow state when they played the iVR learning game. Almost all users (98.1%) had positive attitudes towards using the iVR game. Students experienced high immersion and presence. In addition, students had favorable attitudes towards learning with iVR games in school environments.

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10.
Virtual reality (VR) has gained popularity in educational environments in recent years. Its presence and immersive characteristics enable new learning possibilities. Due to this growth, many studies have been conducted to assess the impact of VR on learning outcomes. The proliferation of experimental studies has created the need for meta-analyses that summarize the effect of VR in terms of learning gain. However, in the current literature there are few reviews focused on K-6 students and on analyzing the influence of some variables: the level of immersion, the length of the intervention, and the knowledge domain. The present meta-analysis aims to respond to these needs. After a pre-selection of 4658 references published between 2010 and 2021, 21 experimental studies were finally included in the meta-analysis. The results indicate that, on average, VR promotes greater student learning in comparison to control conditions (ES = 0.64). Moreover, this effect is even greater when immersive VR (ES = 1.11) is used compared to semi-immersive (ES = 0.19) and non-immersive systems (ES = 0.32). This effect does not depend on the educational level (kindergarten (ES = 0.59), 1–3 (ES = 0.69), 4–6 (ES = 0.70)), and most of the knowledge domains in which VR is used. Moreover, short interventions –less than 2 h– (ES = 0.72) are more effective than those lasting longer (ES = 0.49).  相似文献   

11.
The ability to accurately measure academic motivation is important to its value as a predictive variable for learning, achievement, and other outcomes. Although measures of motivation are frequently subject to quantitative validation (e.g., Appleton, Ntoumanis, Quested, Viladrich, & Duda, 2016; Gagné et al., 2015; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011), the establishment of cognitive validity is more rare. By conducting cognitive interviews with a sample of elementary-aged children, we explored the cognitive validity of a novel motivation (expectancy–value and academic emotions) survey embedded in an educational technology. Children were largely able to accurately interpret questions, elaborate on their reasoning for answers, and choose answers congruent with those reasons. Challenges to cognitive validity fell under varied and underdeveloped interpretations of expectancy–value concepts; misunderstandings related to available response choices; and discrepancies between younger and older children’s abilities to judge their perceived competencies and values. Insights from these interviews can be applied to interpretation of the immediate survey, but also to design and interpretation of motivation surveys beyond the current measure.  相似文献   

12.
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning processes and learning outcomes. Specifically, we present five antecedents to epistemic emotions and five consequences of those emotions during learning. The five antecedents are control, value, novelty, complexity, and achievement or impasses of epistemic aims. The five consequences are effects on planning and goal setting, motivation, cognitive and metacognitive strategies, learning outcomes, and revisions to antecedents. We end with a discussion of educational implications and future directions for research.  相似文献   

13.
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N?=?21) to one of the six conditions in a 2?×?3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation.  相似文献   

14.
Abstract

We investigated relationships among expressed emotions, perceived motivation, perceived emotions, and three dependent variables (i.e., behavioral engagement, cognitive engagement, and student achievement) in the context of a blended online course. We defined “expressed emotions” as emotions detected by an affective computing tool in messages that students posted to online discussion forums in a blended undergraduate writing course. The results of two-step hierarchical multivariate regressions revealed that expressed emotions differentiated positive emotions from negative emotions better than perceived emotions did. Moreover, while no significant effect emerged for perceived motivation and perceived emotions, expressed fear was a significant predictor of student achievement (i.e., final score). Although affective computing is in its infancy, our findings suggest the potential use of expressed emotions for educational research and practice.  相似文献   

15.

The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.

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16.
The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Practitioner notes

What is already known about this topic
  • Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.
  • An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.
  • Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.
What this paper adds
  • This quasi-experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications-VR, Video Learning Recourses-VLR).
  • The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.
  • The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long-term memory retention.
Implications for practice and policy
  • Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.
  • Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.
  • Educational researchers are advised to integrate stereoscopic 360°-VR solutions in the conventional classroom settings.
  相似文献   

17.
The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was to compare lecture-based and immersive VR-based multimedia instruction, in terms of declarative knowledge acquisition (i.e. learning) of basic corrosion prevention and control with military personnel. Participants were randomly assigned to the control group (N?=?115) or investigational group (N?=?25) and tested immediately before and after training. The author accessed learning outcomes from the pre-exam and post-exam scores and VR system usability from exit questionnaires. Results indicate that both forms of instruction will increase learning. VR-based did produce higher gain scores and there was a statistically significant interaction between instruction type and time.  相似文献   

18.
This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information, and social navigation as the five factors that define social ability. In addition, the multivariate multiple regression analyses indicate that different motivational constructs vary in their relationships with the multiple social ability factors. Intrinsic goal orientation is related to perceived peers social presence. Self-efficacy explains the variance of perceived instructor social presence and comfort with sharing personal information. Task value is associated with social navigation and both perceived peers and instructor social presence. Additional studies are needed to replicate the current findings and further explicate social ability in online learning, to continue to improve the social ability instrument, and to examine the value of other academic motivation beliefs in predicting social ability as well as that of social ability in predicting learning outcomes.  相似文献   

19.
Based on the Trends in International Mathematics and Science Study 2007 study and a follow-up national survey, data for 3,901 Taiwanese grade 8 students were analyzed using structural equation modeling to confirm a social-relation-based affection-driven model (SRAM). SRAM hypothesized relationships among students’ perceived social relationships in science class and affective and cognitive learning outcomes to be examined. Furthermore, the path coefficients of SRAM for high- and low-achieving subgroups were compared. Given the 2-stage stratified clustering design for sampling, jackknife replications were conducted to estimate the sampling errors for all coefficients in SRAM. Results suggested that both perceived teacher–student relationships (PTSR) and perceived peer relationships (PPR) exert significant positive effects on students’ self-confidence in learning science (SCS) and on their positive attitude toward science (PATS). These affective learning outcomes (SCS and PATS) were found to play a significant role in mediating the perceived social relationships (PTSR and PPR) and science achievement. Further results regarding the differences in SRAM model fit between high- and low-achieving students are discussed, as are the educational and methodological implications of this study.  相似文献   

20.
Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands‐on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet‐based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549–559. © 2017 American Association of Anatomists.  相似文献   

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