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

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

Development and testing of a scale for examining factors affecting the learning experience in the Metaverse 开发和测试一个量表，用于检查影响虚拟世界学习体验的因素

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100025

Emmanuel Fokides

{"title":"Development and testing of a scale for examining factors affecting the learning experience in the Metaverse","authors":"Emmanuel Fokides","doi":"10.1016/j.cexr.2023.100025","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100025","url":null,"abstract":"<div><p>The Metaverse, as it gradually becomes a reality, offers great possibilities for education, providing a new dimension of engagement, interaction, and experiences for students and educators alike. Yet, researchers lack tools that would allow them to simultaneously examine a satisfactory number of factors that shape one's experience when engaged in educational applications in the Metaverse. The study at hand is an attempt to fill this gap, as it reports the steps followed for the development and testing of the Metaverse Learning Experience Scale. The statistical analyses of data coming from 462 university students who participated in its testing, established the scale's validity and reliability. Its final version can capture the views of users using forty-three items, examining ten factors (namely, perceived quality of the virtual environment's graphics, perceived cognitive load, perceived ease of use/control of the virtual environment, immersion/presence, perceived feedback and content quality, perceived degree of interaction, motivation to learn and use the virtual environment, perceived usefulness/knowledge gains, simulator sickness, and positive feelings. The scale's factorial structure together with the implications it has for research and practice are also discussed.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100025"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750931","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

Easily applicable social virtual reality and social presence in online higher education during the covid-19 pandemic: A qualitative study 新冠肺炎大流行期间在线高等教育中易于应用的社交虚拟现实和社交存在:一项定性研究

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100024

Miguel Barreda-Ángeles , Sophie Horneber , Tilo Hartmann

{"title":"Easily applicable social virtual reality and social presence in online higher education during the covid-19 pandemic: A qualitative study","authors":"Miguel Barreda-Ángeles , Sophie Horneber , Tilo Hartmann","doi":"10.1016/j.cexr.2023.100024","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100024","url":null,"abstract":"<div><p>Social virtual reality (social VR) platforms gained popularity among users over the last few years. They provide users with a sense of social presence, potentially stimulating social interaction in distance education. Insights on how VR enhances the social aspects of learning are scarce, however, and past examinations often focused on the effects of short usage times of self-developed VR learning applications. To analyze the potential of a simple-to-apply off-the-shelf social VR environment in distance education, in this qualitative study, a sample of 35 master's students employed the AltspaceVR platform for university seminars and group work over a six-week while campus access was restricted due to the covid-19 pandemic, and 23 of them were interviewed to examine their perception of the technology. The results show that social VR facilitated feelings of social presence, a more natural and spontaneous way of communicating with peers and teachers, and an increased sense of community in the classroom, compared to the alternative of videoconferencing. Participants reported high acceptance of the technology for teaching and learning tasks, particularly for interactive activities (e.g., workgroups) in small groups, but also identified limitations related to aspects such as image resolution, lack of note-taking tools, or the feeling of dizziness and fatigue after prolonged use. These results highlight the potential advantages of social VR for stimulating the social dimensions of online education, as well as the remaining challenges that need to be addressed to enable its use in higher education.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100024"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750929","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

An educational experience in ancient Rome to evaluate the impact of virtual reality on human learning processes 古罗马的教育经验，以评估虚拟现实对人类学习过程的影响

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100014

Paolo Boffi , Monica Clerici , Alberto Gallace , Pier Luca Lanzi

引用次数: 0

How augmented reality influences student learning and inquiry styles: A study of 1-1 physics remote AR tutoring 增强现实如何影响学生的学习和探究风格:1-1物理远程AR辅导的研究

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100011

Iulian Radu , Xiaomeng Huang , Greg Kestin , Bertrand Schneider

{"title":"How augmented reality influences student learning and inquiry styles: A study of 1-1 physics remote AR tutoring","authors":"Iulian Radu , Xiaomeng Huang , Greg Kestin , Bertrand Schneider","doi":"10.1016/j.cexr.2023.100011","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100011","url":null,"abstract":"<div><p>While augmented reality (AR) technology is being considered by educators for its potential to help students visualize abstract concepts, currently there are barriers from the high cost of developing complex AR applications. In this study we investigate how the complexity of AR content impacts student learning in remote 1-1 tutoring scenarios, where an instructor uses an AR headset while teaching physics concepts to a remote student. This approach brings the benefits of augmented reality into the already-existing educational practices of 1-1 remote instruction, without requiring AR devices for every student. We present a system for AR-based physics instruction and perform a between-subjects study, measuring how student learning and inquiry behaviors differ between two experimental conditions that vary in the complexity of AR content. Through quantitative and qualitative analysis, our results show that students who are tutored with more complex AR content learn better and show a wider variety of inquiry styles. Furthermore, AR visual representations appear to stimulate students to think about a wide range of scientific ideas, to make deeper connections between scientific concepts, and encourage students to have a more active learning style with increased transitions between inquiry activities. We discuss possible reasons and wider implications for these findings.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100011"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49765460","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

Effects of an intercultural seminar using telepresence robots on students’ cultural intelligence 跨文化研讨会中使用远程呈现机器人对学生文化智力的影响

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100007

Fabian Wolff, Lea-Christin Wickord, Martina Rahe, Claudia M. Quaiser-Pohl

{"title":"Effects of an intercultural seminar using telepresence robots on students’ cultural intelligence","authors":"Fabian Wolff, Lea-Christin Wickord, Martina Rahe, Claudia M. Quaiser-Pohl","doi":"10.1016/j.cexr.2023.100007","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100007","url":null,"abstract":"<div><p>Student exchanges have been demonstrated to increase students' Cultural Intelligence (CQ). However, global problems in recent years, such as the Coronavirus pandemic, have highlighted the need for digital alternatives to traditional in-person visits. One such alternative could be intercultural seminars using telepresence robots, which allow students to experience particularly realistic intercultural interactions in their real environments. In this research, we evaluated the effects of two semi-virtual intercultural seminars on diversity and intercultural competence that integrated telepresence robots to enable interactions between students located in Germany and Kenya. We conducted quantitative and qualitative analyses using data from <em>N</em> = 135 college students. One half of these students actively participated in one of the seminars. The other half did not participate in the seminars or participated only passively (without using the robots), and formed the control group. In line with our expectations, active participants in the seminars showed significant increases in metacognitive CQ, cognitive CQ, and behavioral CQ, likely due to the particular combination of seminar contents and methods. In contrast, no changes in CQ were found in the control group. Our evaluation of the telepresence robots reveals a mixed picture: Although the students showed high acceptance of using telepresence robots in intercultural seminars, this acceptance did not change during the seminars. Moreover, several technical problems hindered the smooth operation of the robots. Nevertheless, the concept of the seminars under examination proved to be promising for enhancing students’ CQ in an efficient manner.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100007"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49767321","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 and embodied learning for improving letter-sound knowledge and attentional control in preschool children: A study protocol 虚拟现实与具身学习对学龄前儿童字母发音知识与注意控制的提升:一项研究方案

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100019

Anne Husted Henriksen , Marta Katarzyna Topor , Rasmus Ahmt Hansen , Linn Damsgaard , Anne-Mette Veber Nielsen , Andreas Wulff-Abramsson , Jacob Wienecke

{"title":"Virtual reality and embodied learning for improving letter-sound knowledge and attentional control in preschool children: A study protocol","authors":"Anne Husted Henriksen , Marta Katarzyna Topor , Rasmus Ahmt Hansen , Linn Damsgaard , Anne-Mette Veber Nielsen , Andreas Wulff-Abramsson , Jacob Wienecke","doi":"10.1016/j.cexr.2023.100019","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100019","url":null,"abstract":"<div><p>Previous studies have shown that many children struggle with the acquisition of literacy skills and that these problems can be observed since the earliest stages of literacy learning. Embodied learning has been highlighted as a way to enhance the acquisition of early literacy skills. In addition, the use of technologies has been suggested as way of improving attentional control and motivation, which ultimately can improve learning outcomes. However, the combination of Virtual Reality (VR) and embodied learning in preschool children is yet to be explored wherefore the idea to the VR PLAYMORE study emerged. The project is designed as a three-armed randomized controlled trial with 6-7-year-old children in the Copenhagen area of Denmark. Children will be allocated to either a: 1) VR group, 2) mirror group or 3) control group throughout a 2-week intervention period. The VR group and mirror group will perform activities designed with accordance to the embodied learning theory. However, the VR group will perform the activities while wearing VR headsets whereas the mirror group will perform the activities in front of a whole-body mirror without VR headsets. The control group will continue regular teaching activities without the research group interruption. This study protocol follows the SPIRIT guidelines. Outcome measurements will include testing of literacy skills and attentional control. The study will add new knowledge to the research field of embodied learning and the use of VR technology in a school setting with focus on reading- and spelling-related skills and attentional control since this combination is yet to be explored.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100019"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750064","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

Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer 真实学习与保真度在虚拟现实学习体验中的自我效能与迁移

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100017

Victoria Lynn Lowell , Deepti Tagare

{"title":"Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer","authors":"Victoria Lynn Lowell , Deepti Tagare","doi":"10.1016/j.cexr.2023.100017","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100017","url":null,"abstract":"<div><p>Authentic learning is an instructional approach that best occurs when the learning activities are set in real-world contexts. The authenticity of the learning experience increases when learning is situated in a context akin to the real world, and realistic learning experiences are created by carefully designing the learning tasks, context, and environment. The fidelity of a learning task's psychological, physical, functional, and social aspects and environment is the design attributes that contribute to the authenticity of the learning experience. The social context, or the social environment during learning, is essential in engaging learners in authentic learning tasks. In this mixed-method study, we investigate whether the collaborative nature of the learning activities, the authentic design of the learning experience and tasks, and the social environment impact the learner's perceptions of their learning experience and confidence in learning transfer. Two instruments were used to collect quantitative and qualitative data. The quantitative and qualitative data were analyzed separately and then together through triangulation. The findings of this study suggest that learners perceived the tasks and environment as realistic and the learning activities' collaborative aspect as helpful. The authentic learning environment did not significantly impact learners' confidence to transfer. However, the experience led to valuable metacognitive reflection and change in self-efficacy beliefs about their learning and practice needs. This experience may result in better self-regulation in long-term learning. This paper presents the findings of this study and discusses future research implications.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100017"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750106","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

Investigating the effectiveness of introducing virtual reality to elementary school students' moral education 探讨将虚拟现实引入小学生道德教育的有效性

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100010

Jaekwoun Shim

引用次数: 7