Remote Learning with Virtual Reality Technologies: Student Mastery, Community and Agency

Eileen McGivney, Cameron Tribe, Tianyi Feng
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引用次数: 2

Abstract

The affordances of virtual reality (VR), including a strong sense of spatial and social presence, could make it a useful tool to improve learning and social connection in remote learning, yet little research has examined its effectiveness in authentic learning environments. This mixed-methods case study of a remote Master’s in Education course asked how using VR repeatedly and with varying implementations impacted students’ learning, and how synchronized or shared experiences in VR impacted their sense of community. Students completed weekly surveys of their sense of presence in VR applications, sense of class community, and learning experience, and also participated in a post-course interview. Surveys revealed students’ sense of presence remained high over time, indicating little evidence of a “novelty effect,” but that it varied based on features of the VR applications. Interview results pointed to students’ increased mastery of the technology and its affordances for learning, and highlight how connecting with classmates via videoconference while using VR can create a shared experience. Students’ sense of agency in VR emerged as an important consideration for learning design. These findings suggest fruitful ways to use VR to increase educators’ mastery of immersive technology and provide remote students a sense of shared experience and raise questions about the impact of VR implementation and instructional design in authentic learning environments to promote exploration and community.
远程学习与虚拟现实技术:学生掌握,社区和机构
虚拟现实(VR)的优点,包括强烈的空间感和社会存在感,可以使其成为改善远程学习和社会联系的有用工具,但很少有研究考察其在真实学习环境中的有效性。这个远程教育硕士课程的混合方法案例研究询问了反复使用VR和不同的实现如何影响学生的学习,以及VR中的同步或共享体验如何影响他们的社区意识。学生们完成了关于他们在VR应用中的存在感、班级社区感和学习体验的每周调查,并参加了课后访谈。调查显示,随着时间的推移,学生们的存在感仍然很高,几乎没有证据表明存在“新奇效应”,但它根据VR应用程序的特点而有所不同。采访结果表明,学生们对这项技术的掌握程度越来越高,它对学习的帮助也越来越大,并强调了使用虚拟现实技术通过视频会议与同学交流可以创造一种共享的体验。学生在VR中的代理感成为学习设计的重要考虑因素。这些发现提出了有效的方法来使用VR来提高教育者对沉浸式技术的掌握,为远程学生提供一种共享体验的感觉,并提出了关于VR实施和教学设计在真实学习环境中促进探索和社区的影响的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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