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1.
ABSTRACTThis article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or high school. The literature revealed common themes including collaboration, communication, critical thinking, attitude, engagement, learning, motivation, performance or achievement, and technology (used or proposed). This literature review will contribute to the field by providing clarity on definitions for VR, AR and MR technologies in consideration of educational use, present an overview of the existing research on VR, AR and MR specific to K–12 educational environments and identify future research needs and directions. 相似文献
2.
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
3.
Christian Moro Zane Štromberga Athanasios Raikos Allan Stirling 《Anatomical sciences education》2017,10(6):549-559
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
4.
近年来,随着我国中等职业教育的快速发展,如何更好地培养适应社会生产需要、有较强实践能力的应用型人才成为当前突出的问题。然而,教育实践环节面临的安全环境难以搭建、设备及教师数量不足等问题严重影响了教学效果,进而阻碍中职教育的发展。虚拟现实技术具有沉浸性、交互性和想象性等特点,为解决上述问题提供了契机。针对当前虚拟现实技术在中职实训教学中的应用,提出做好传统实操课模式与虚拟现实搭建操作环境的结合互容,搭建企业、中职、虚拟现实研发三方合作平台等建议,并对未来在VR基础上融合使用AR、MR、XR等新技术的创新教学方法作出展望。 相似文献
5.
The concepts of virtualization for facilitating learning have become the focus of attention in several countries. Yet, the limited understanding of how technologies such as augmented reality (AR) and virtual reality (VR) can be used to improve the learning and teaching of science makes it difficult for educational policy makers to apply additional measures in order to ensure the availability of equipment and trained staff. A semi-structured interview was used to gather data from primary school teachers about the challenges and prospects of utilizing VR and AR technologies in teaching science subjects. A set of evidence and recommendations on AR and VR utilization for teaching science were provided based on an interview of 29 science teachers. It was determined that lack of competency, limited instructional design, lack of focused attention, lack of time, and limited environmental resources were common challenges in VR and AR utilization. In addition, we found that both technologies can be used to promote exploratory behavior and perceived usefulness and develop a positive attitude. Other findings related to these aspects were identified and described. The outcomes from this study can provide insights for administrators and policy makers to set priorities for using VR and AR in school practice to carry out various reflective and exploration tasks. 相似文献
6.
Kilian Gloy Paul Weyhe Eric Nerenz Maximilian Kaluschke Verena Uslar Gabriel Zachmann Dirk Weyhe 《Anatomical sciences education》2022,15(2):360-368
In order to improve learning efficiency and memory retention in medical teaching, furthering active learning seems to be an effective alternative to classical teaching. One option to make active exploration of the subject matter possible is the use of virtual reality (VR) technology. The authors developed an immersive anatomy atlas which allows users to explore human anatomical structures interactively through virtual dissection. Thirty-two senior-class students from two German high schools with no prior formal medical training were separated into two groups and tasked with answering an anatomical questionnaire. One group used traditional anatomical textbooks and the other used the immersive virtual reality atlas. The time needed to answer the questions was measured. Several weeks later, the participants answered a similar questionnaire with different anatomical questions in order to test memory retention. The VR group took significantly less time to answer the questionnaire, and participants from the VR group had significantly better results over both tests. Based on the results of this study, VR learning seems to be more efficient and to have better long-term effects for the study of anatomy. The reason for that could lie in the VR environment's high immersion, and the possibility to freely and interactively explore a realistic representation of human anatomy. Immersive VR technology offers many possibilities for medical teaching and training, especially as a support for cadaver dissection courses. 相似文献
7.
This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research. 相似文献
8.
Joseph Psotka 《Instructional Science》1995,23(5-6):405-431
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
9.
Nirit Gavish Teresa Gutiérrez Sabine Webel Jorge Rodríguez Matteo Peveri Uli Bockholt 《Interactive Learning Environments》2013,21(6):778-798
The current study evaluated the use of virtual reality (VR) and augmented reality (AR) platforms, developed within the scope of the SKILLS Integrated Project, for industrial maintenance and assembly (IMA) tasks training. VR and AR systems are now widely regarded as promising training platforms for complex and highly demanding IMA tasks. However, there is a need to empirically evaluate their efficiency and effectiveness compared to traditional training methods. Forty expert technicians were randomly assigned to four training groups in an electronic actuator assembly task: VR (training with the VR platform twice), Control-VR (watching a filmed demonstration twice), AR (training with the AR platform once), and Control-AR (training with the real actuator and the aid of a filmed demonstration once). A post-training test evaluated performance in the real task. Results demonstrate that, in general, the VR and AR training groups required longer training time compared to the Control-VR and Control-AR groups, respectively. There were fewer unsolved errors in the AR group compared to the Control-AR group, and no significant differences in final performance between the VR and Control-VR groups, probably due to a ceiling effect created by the use of two training trials in the selected task for participants who were expert technicians. The results suggest that use of the AR platform for training IMA tasks should be encouraged and use of the VR platform for that purpose should be further evaluated. 相似文献
10.
In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task. 相似文献
11.
Virtual reality (VR) platforms act as a potentially transformative tool in learning and teaching. The aim of this study was to examine pre-service teachers’ (PST) perceptions about VR, inclusive of their beliefs about its capacity to be used as a teaching and learning tool. A case-study, conducted at an urban university in Australia involved a sample of n = 41. Participants’ positive perceptions of VR in their teaching relate to its potential to engage learners, the immersive potential of the platform and the scope of VR to offer students experiences they might otherwise not have with other learning tools. Concerns expressed by PSTs include their relatively low self-efficacy to use VR in their teaching, monitoring-related matters, financial cost and implementing the technology in a safe and supportive way. There was a significant difference in PSTs’ amount of self-efficacy to teach using VR when compared to their overall confidence to use digital technologies. PSTs typically had greater awareness of the immersive and engagement potential of VR and less awareness about its potential to foster and promote collaborative learning. This paper contributes to an emerging discourse regarding the possible applications of VR in educational environments and particularly in relation teacher-educator contexts. 相似文献
12.
伴随着移动互联网+、扩展现实(XR)、泛在智能、大数据、5G、全息与传感等新技术的飞速发展,极大地赋能了人类的学习、工作与生活方式,沉浸式体验已越来越受到重视与应用。尤其在教育领域,沉浸式体验所具有的无边界、交互性、愉悦性、具身性等特征,创造出了更优质的学习空间,学习者可进行各种模拟体验,为其主动投入学习、提升认知、培养移情与关联能力等提供可能。沉浸式体验是由技术、内容、交互三大机制相互作用所共同构成“境身合一”般的场景与感官感受。这种境身合一的沉浸式学习体验,不仅可应用于认知领域、动作技能领域与情感领域的教与学;也可用于培养学习者的创新性思维和想象力,还可从游戏化智慧学习、XR+CPS仿真实验室、泛在协作学习场域、全域学习生态链、沉浸式群体探究学习和高自由度生成叙事学习空间等方面,进一步赋能AI+沉浸式学习新场域。 相似文献
13.
Kimberly A. McBain Rami Habib George Laggis Andrea Quaiattini Nicole M. Ventura Geoffroy P. J. C. Noel 《Anatomical sciences education》2022,15(4):765-796
The purpose of this review was to identify the different augmented reality (AR) modalities used to teach anatomy to students, health professional trainees, and surgeons, and to examine the assessment tools used to evaluate the performance of various AR modalities. A scoping review of four databases was performed using variations of: (1) AR, (2) medical or anatomical teaching/education/training, and (3) anatomy or radiology or cadaver. Scientific articles were identified and screened for the inclusion and exclusion criteria as per Preferred Reporting Items for Systematic Reviews and Meta-Analyses with extension for scoping reviews guidelines. Virtual reality was an exclusion criterion. From this scoping review, data were extracted from a total of 54 articles and the following four AR modalities were identified: head-mounted display, projection, instrument and screen, and mobile device. The usability, feasibility, and acceptability of these AR modalities were evaluated using a variety of quantitative and qualitative assessment tools. Within more recent years of AR integration into anatomy education, the assessment of visuospatial ability, cognitive load, time on task, and increasing academic achievement outcomes are variables of interest, which continue to warrant more exploration. Sufficiently powered studies using validated assessment tools must be conducted to better understand the role of AR in anatomical education. 相似文献
14.
随着计算机软硬件技术和信息技术的发展,虚拟现实技术得到长足的发展,也推动教育技术的信息化和现代化。本文介绍了虚拟现实技术相关知识及虚拟现实教育技术环境创建的问题。 相似文献
15.
随着AI、5G、物联网、大数据、传感与全息等新兴技术的快速发展,尤其是虚拟现实技术从VR、AR、MR到XR的不断演进,促使数字孪生技术开始走向应用并备受学者关注。其正从制造业、城市管理、医疗服务向社会其他领域不断衍生拓展,并在教育领域呈现出广阔的应用前景。在数智融合驱动下,从“AI+大数据+学习分析”加持下的学习者数字画像,向“AI+5G+XR”与全息技术支撑下的数字孪生学习者的迭代更新,将成为AI赋能教育的一个演进趋势。数字孪生学习者基于“四个关键要素”和“五个基本原则”这一现实前提,遵循刻画学习者画像、仿真学习过程、预测学习发展、生成学习结果和共享学习智慧的生成过程,具有高度仿真、动态映射、虚实共生、迭代进化和智能应用的特征,可为“AI+学习者”呈现更精确的学习过程分析、更精准的学习内容推送、更科学的学习评价与无边界的学习生态;并助力学习者进行学习资源共享、学习行为调整、学习兴趣提高、学习体验改善、学习效率提升。因此,对数字孪生学习者进行前瞻性研究,可为数智融合驱动下的学习变革提供全新的视角与思路。 相似文献
16.
近年来,虚拟现实技术作为一种新媒体技术,受到众多研究机构的关注与青睐,应用文化领域的虚拟现实技术也成为研究热点。以Unity3D为开发平台,构建一种虚拟现实文化体验系统,并重点分析其系统架构与关键技术。以黄鹤楼文化为实例设计并实现了基于虚拟现实的黄鹤楼文化体验系统,对系统各模块进行分析与测试,结果表明其稳定性比传统系统更高。相比传统虚拟现实结合文化的应用,该系统增加了虚拟现实交互体验,为进一步推进大众对虚拟现实技术的认知、推动虚拟现实技术在数字文化领域的交互体验提供了案例参照。 相似文献
17.
在工业4.0的未来,数字化越来越日常化,技术将是互动、学习和获取知识的重要组成部分。教育和职业、生活等各个领域将会迎来新的要求和新的挑战,那么我们的高等教育也将应与之相适应。增强现实(AR)技术是人们好奇的新技术之一,AR在未来将为教育提供重要的贡献。文章从增强现实的概念、软硬件应用程序、现有教育中的应用来分析增强现实在高等教育中的融合应用。 相似文献
18.
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
19.
混合现实(MR)作为虚拟现实(VR)和增强现实(AR)的高级发展阶段,以沉浸式、跨时空、强交互等特点在教育教学中得到广泛应用。但对国内外文献分析发现,学界对混合现实技术的教学应用效果仍有分歧,对学生学习绩效的影响研究存在较大差异。为探究混合现实技术对学生学习绩效的影响,研究采用元分析方法,对2010-2020年间国内外33项混合现实技术支持下的实验与准实验研究进行量化分析,其总样本量为1460,重点从学段、学科、实验周期和学习场所等调节变量进行深入探析。研究结果表明:混合现实技术对学生学习绩效具有积极的正向提升作用;同时,其应用效果受到学段、学科、实验周期和学习场所等调节变量的影响。依据元分析结论,研究对未来混合现实技术在教育教学中的应用提出了推进学段贯通式MR教学,加快MR与学科融合发展,整合碎片化MR教学资源等建议。 相似文献
20.
严格按照内容分析法要求及步骤,对主题为虚拟现实技术在高等职业教育中的应用相关期刊论文进行分析,并作简要文献综述。总结虚拟现实技术在高等职业教育中应用的两大重心,并预测其研究趋势。目的在于梳理国内虚拟现实技术在高等职业教育中应用的研究脉络,找出研究重点及不足,为后续相关研究提供参考。 相似文献