Computers & Education: X Reality最新文献_第10页

Effect of an augmented reality app on academic achievement, motivation, and technology acceptance of university students of a chemistry course 增强现实应用对大学生化学课程学习成绩、动机和技术接受度的影响

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100022

Mónica Silva , Karina Bermúdez , Karina Caro

引用次数: 1

Designing augmented reality for makerspaces: Guidelines, lessons and mitigation strategies from 5+ years of AR educational projects 为创客空间设计增强现实:5年以上增强现实教育项目的指导方针、经验教训和缓解策略

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100026

Iulian Radu, Bertrand Schneider

引用次数: 0

Shape distinctness and segmentation benefit learning from realistic visualizations, while dimensionality and perspective play a minor role 形状区分和分割有利于从逼真的可视化中学习，而维度和视角则起次要作用

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100015

Alexander Skulmowski

{"title":"Shape distinctness and segmentation benefit learning from realistic visualizations, while dimensionality and perspective play a minor role","authors":"Alexander Skulmowski","doi":"10.1016/j.cexr.2023.100015","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100015","url":null,"abstract":"<div><p>Research on the design of visualizations has revealed that realistic visualizations can be beneficial for retention and transfer performance despite their tendency towards causing cognitive load. However, it still can be hard to predict whether a more detailed visualization will be more effective for learning than a more abstract one. The purpose of the reported studies is to investigate whether an emphasis on the specific benefits of realism can enhance learning from realistic visualizations. In three experiments, the dimensionality (i.e., whether flat cross-sections or shapes conveying depth and space are presented), perspective, shape distinctness, and segmentation by color are investigated. In Experiment 1, a visualization of a flat section of the kidney elicited a greater cognitive load if this section was presented as a realistic rendering rather than a schematic drawing, while a more dimensional model of the kidney appears to be harder to cognitively process if it is presented as a drawing. Experiment 2 examined whether a perspective emphasizing depth is more compatible with a realistic rather than a schematic visualization, but this effect failed to reach significance. Lastly, Experiment 3 demonstrated that shape distinctness and segmentation using colors enhance retention performance. The main result of this series of studies is that even minor changes in the presentation of realistic visualizations can have an impact on cognitive load. In conclusion, in order to optimize learning, realistic visualizations should make use of depth, emphasize semantic information by increasing the distinctness of shapes, and use segmentation using colors or different surface materials.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100015"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49751005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“Breaking the fourth wall”: The effects of cinematic virtual reality film-viewing on adolescent students’ empathic responses “打破第四堵墙”:电影虚拟现实观影对青少年学生共情反应的影响

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100009

Andrea Trudeau, Ying Xie, Olha Ketsman, Fatih Demir

{"title":"“Breaking the fourth wall”: The effects of cinematic virtual reality film-viewing on adolescent students’ empathic responses","authors":"Andrea Trudeau, Ying Xie, Olha Ketsman, Fatih Demir","doi":"10.1016/j.cexr.2023.100009","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100009","url":null,"abstract":"<div><p>This research study investigated the use of cinematic virtual reality (CVR) in a seventh-grade social studies classroom and its effects on adolescents' empathic responses. In this quantitative research study, participants (n = 60) completed the Adolescent Measure of Empathy and Sympathy (AMES, Vossen et al., 2015) as a pretest a week before viewing <em>The Displaced</em>, a film about the lives of three refugee children, in either CVR or two-dimensional (2D), 360-degree format. Promptly after viewing the film, participants repeated the AMES as a posttest. Paired t-tests were conducted to explore the changes in mean scores for the AMES subscale scores between participants viewing the film in CVR and 2D formats as well as the changes in mean subscales between male and female participants viewing the film in CVR. Gain scores were also calculated and analyzed through a two-way MANOVA to examine the possible interaction effect between film format and gender on AMES subscale scores. The results of this study indicated that while the 2D, 360-degree film format affected adolescent students' affective empathy, there was a greater increase in both cognitive and affective empathy scores for those viewing the film in CVR with male adolescent students’ scores demonstrating the most remarkable increase.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100009"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Virtual reality affordances for oral communication in English as a second language classroom: A literature review 虚拟现实对英语作为第二语言课堂口语交际的启示:文献综述

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100018

Anastassiya Yudintseva

引用次数: 2

Measuring the effectiveness of virtual training: A systematic review 衡量虚拟培训的有效性:一个系统的回顾

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2022.100006

Paweł Strojny , Natalia Dużmańska-Misiarczyk

{"title":"Measuring the effectiveness of virtual training: A systematic review","authors":"Paweł Strojny , Natalia Dużmańska-Misiarczyk","doi":"10.1016/j.cexr.2022.100006","DOIUrl":"https://doi.org/10.1016/j.cexr.2022.100006","url":null,"abstract":"<div><p>The amount of research on virtual reality learning tools increases with time. Despite the diverse environments and theoretical foundations, enough data have been accumulated in recent years to provide a systematic review of the methods used. We pose ten questions concerning the methodological aspects of these studies. We performed a search in three databases according to the PRISMA guidelines and evaluated several characteristics, with particular emphasis on researchers' methodological decisions. We found an increase over time in the number of studies on the effectiveness of VR-based learning. We also identified shortcomings related to how the duration and number of training sessions are reported. We believe that these two factors could affect the effectiveness of VR-based training. Furthermore, when using the Kirkpatrick model, a significant imbalance can be observed in favor of outcomes from the ‘Reaction’ and ‘Learning’ levels compared to the ‘Behavior’ and ‘Results’ levels. The last of these was not used in any of the 330 reviewed studies. These results highlight the importance of research on the effectiveness of VR training. Taking into account the identified methodological shortcomings will allow for more significant research on this topic in the future.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100006"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Augmented reality smart glasses use and acceptance: Α literature review 增强现实智能眼镜的使用和接受:Α文献综述

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100028

George Koutromanos , Georgia Kazakou

{"title":"Augmented reality smart glasses use and acceptance: Α literature review","authors":"George Koutromanos , Georgia Kazakou","doi":"10.1016/j.cexr.2023.100028","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100028","url":null,"abstract":"<div><p>The research interest in the use of augmented reality smart glasses (ARSGs) has increased dramatically in recent years as they are utilised in many fields such as medicine and industry, as well as everyday life. This study aims to review the empirical research activity concerning the acceptance of ARSGs in all applicable fields. In total, 21 studies published from 2015 to 2022 have been reviewed. Their relative field, theoretical framework, methodological design, and the factors that were found to affect the acceptance or use of ARSGs were recorded. It was found that the research focuses more on users acting as consumers of the glasses than on professionals (e.g., doctors, teachers, athletes) using them in a specific field. Also, the majority of the studies base their theoretical framework either entirely or in part on the Technology Acceptance Model (TAM). Moreover, the research models of these studies extend TAM by using various additional variables, such as privacy risk and external influence. Methodologically speaking, most of the studies follow the quantitative approach, without giving the participants the opportunity to interact with the glasses. In addition, the factors which were found to influence the acceptance or use of the glasses are varied and can be categorised as utilitarian, social, personal, risk-related, and technological. This review adds value to the theory of technology acceptance. This is because it is one of the first to address the acceptance or use of ARSGs. Since there is no acceptance model for ARSGs, the findings of this review could lead researchers to propose models for accepting ARSGs in various fields, such as education<em>.</em></p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100028"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Programming for generalization: Confronting known challenges in the design of virtual reality interventions for autistic users 面向泛化的编程:面对自闭症用户虚拟现实干预设计中的已知挑战

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100013

Matthew Schmidt , Noah Glaser , Carla Schmidt , Rachel Kaplan , Heath Palmer , Sue Cobb

{"title":"Programming for generalization: Confronting known challenges in the design of virtual reality interventions for autistic users","authors":"Matthew Schmidt , Noah Glaser , Carla Schmidt , Rachel Kaplan , Heath Palmer , Sue Cobb","doi":"10.1016/j.cexr.2023.100013","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100013","url":null,"abstract":"<div><p>This study explored how to program for generalization using a fully immersive virtual reality (VR) intervention for teaching transportation skills to autistic adults related to using a university shuttle. Using multi-methods, this research sought to identify similarities and differences in behavior between the VR environment and the real-world, participants’ perceptions of telepresence in the VR environment, and how participants characterized similarities and differences between the VR environment and the real-world. Male adult participants (N = 6) completed training and then engaged in two VR-based training sessions of increasing complexity, after which they enacted what was learned in the real-world. Fidelity of implementation was high across VR and real-world sessions and no significant differences were found in behaviors between the VR and real-world sessions, providing evidence for skills generalization from the contrived VR setting to the naturalistic real-world setting. Participants reported high perceptions of telepresence (e.g., being there) and social presence (e.g., being there with others), and qualitative evidence suggests they made connections between the virtual world and real-world. Implications and directions for future research are discussed.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100013"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Ethical issues of educational virtual reality 教育虚拟现实的伦理问题

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100023

Alexander Skulmowski

{"title":"Ethical issues of educational virtual reality","authors":"Alexander Skulmowski","doi":"10.1016/j.cexr.2023.100023","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100023","url":null,"abstract":"<div><p>In response to the high demand for digital learning as a surrogate for physical experiences, virtual reality (VR) is positioning itself as a tool for creating educational virtual experiences. VR technology faces a number of ethical issues, including a reduction of users’ autonomy, health problems, and privacy concerns. The use of VR and realism in education can turn out to be a double-edged sword. While realistic visualizations can promote learning for some content domains, they can hinder comprehension in others. Furthermore, the effects of realism on learning also depend on learners’ spatial abilities. Letting young children and teenagers engage in virtual educational experiences can expose them to manipulation, could lead to health issues, and may infringe on their privacy. In short, realism and virtual experiences may severely limit learners’ autonomy in a number of ways. Based on a review of the literature and considerations of emerging technologies such as generative artificial intelligence, this paper presents guidelines for the ethically sound utilization of VR and realism. By applying findings and conclusions established in the context of research on the ethics of VR to the educational utilization of this technology, I develop several suggestions that may help to avoid negative consequences of educational VR. These suggestions include the utilization of spatial ability testing, requiring virtual experiences to offer alternative paths to prevent manipulation, as well as using algorithms that deidentify the highly detailed developmental profiles that can be generated through educational VR use.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100023"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Charting opportunities and guidelines for augmented reality in makerspaces through prototyping and co-design research 通过原型设计和协同设计研究，在创客空间中绘制增强现实的机会和指导方针

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100008

Iulian Radu, Josia Yuan, Xiaomeng Huang, Bertrand Schneider

{"title":"Charting opportunities and guidelines for augmented reality in makerspaces through prototyping and co-design research","authors":"Iulian Radu, Josia Yuan, Xiaomeng Huang, Bertrand Schneider","doi":"10.1016/j.cexr.2023.100008","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100008","url":null,"abstract":"<div><p>Makerspace environments are becoming popular project-based learning spaces where students interact with physical objects and peer collaboration, while developing 21st century skills and engaging with science, technology, engineering, and math (STEM) topics. At the same time, augmented reality (AR) technology, which combines physical objects with digital visualizations, is becoming increasingly applicable for makerspace activities and has potential to address challenges for student learning in makerspaces. However, there is a lack of understanding of how to use and integrate AR in real makerspace environments. In this research we use a co-design methodology to address the following questions: (1) How can AR be useful for education in makerspaces? (2) How are students impacted by the process of co-designing AR technology? and (3) What are practical considerations for integrating AR in makerspaces? We engaged in a co-design process in a semester-long makerspace course attended by 18 students in a graduate school of education. Through this process, we generated six prototypes with seven student co-designers, exploring AR use in design, fabrication, programming, electronics, and training. We also identified areas where AR technology can benefit makerspaces, such as teaching STEM skills, facilitating construction activities, enhancing contextualization of learning, and debugging. We observed that students participating in co-design demonstrated improved understanding of technology design, enthusiasm for engaging with makerspaces and AR, and increased critical thinking about AR technology. These results suggest considerations and guidelines for integrating AR technology into makerspace environments.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100008"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49767324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7