Perceptions of the use of virtual reality games for chemical engineering education and professional training

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2021-01-01 DOI:10.1080/23752696.2021.1951615

C. Udeozor, R. Toyoda, Fernando Russo Abegão, J. Glassey

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引用次数: 24

Abstract

ABSTRACT Virtual Reality (VR) games and simulations are increasingly being used to provide highly interactive, engaging and contextual learning experiences for learners in otherwise risk-prone environments, such as those obtained in chemical engineering and industrial domains. Understanding the intention of users towards this technology for education and training purposes is thus of paramount importance for academics and practitioners. This study examines the perceptions of chemical engineering students and professionals towards the use of VR games for health and safety education and training, and discusses the practical implications of findings. The study found that students and professionals believe that IVR games are useful for learning. A comparison of the two groups revealed that professionals were more accepting of the technology compared to students. Students presented concerns with the use of the technology for classroom learning. The paper concludes by outlining the implications of the findings to higher education practice.

查看原文本刊更多论文

虚拟现实游戏在化工教育和专业培训中的应用

摘要：虚拟现实（VR）游戏和模拟正越来越多地被用于为学习者在其他易受风险影响的环境中提供高度互动、引人入胜和情境化的学习体验，例如在化学工程和工业领域中获得的学习体验。因此，了解用户出于教育和培训目的对这项技术的意图对学者和从业者来说至关重要。本研究考察了化工专业学生和专业人员对使用VR游戏进行健康和安全教育和培训的看法，并讨论了研究结果的实际意义。研究发现，学生和专业人士认为IVR游戏对学习很有用。对这两组人的比较显示，与学生相比，专业人士更容易接受这项技术。学生们对该技术在课堂学习中的使用表示担忧。论文最后概述了研究结果对高等教育实践的启示。

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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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.