Computers & Education: X Reality最新文献_第3页

Engage and learn: Improved learning of cellular structures using a virtual reality-based learning experience 参与和学习：使用基于虚拟现实的学习体验改进细胞结构的学习

Computers & Education: X Reality Pub Date : 2024-12-01 DOI: 10.1016/j.cexr.2024.100089

Heino Laubscher , Ben Loos , Rensu P. Theart

{"title":"Engage and learn: Improved learning of cellular structures using a virtual reality-based learning experience","authors":"Heino Laubscher , Ben Loos , Rensu P. Theart","doi":"10.1016/j.cexr.2024.100089","DOIUrl":"10.1016/j.cexr.2024.100089","url":null,"abstract":"<div><div>This study investigates the efficacy of Virtual Reality (VR) as an interactive tool for teaching complex cellular structures and functions. Despite VR’s growing popularity in education, its effectiveness remains debated, often due to the absence of guiding learning theories in VR design studies. Addressing this gap, we developed a VR-based learning experience grounded in the Cognitive Theory of Multimedia Learning (CTML). Utilising modern microscopy techniques, we transformed confocal microscopy z-stacks into three-dimensional cellular structures, enhanced with artistic impressions for VR visualisation. A user study with 52 participants, primarily engineering students, compared the VR learning experience to traditional slideshow methods. Results indicated that the VR group demonstrated significantly higher learning performance and understanding of mammalian cell structures compared to the slideshow group. Additionally, participants in the VR group reported greater intrinsic motivation, presence, and perceived learning effectiveness. These findings suggest VR’s potential as a superior teaching tool in cell physiology and underscore the importance of integrating learning theories like CTML in VR educational design. The principles applied in this study could extend to other educational domains, enhancing learning outcomes through well-theorised VR applications.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100089"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using cospaces in augmented reality digital story creation: A thematic analysis 在增强现实数字故事创作中使用共空间：专题分析

Computers & Education: X Reality Pub Date : 2024-12-01 DOI: 10.1016/j.cexr.2024.100090

Davy Tsz Kit Ng , Wan Yee Winsy Lai , Morris Siu-yung Jong , Chi Wui Ng

{"title":"Using cospaces in augmented reality digital story creation: A thematic analysis","authors":"Davy Tsz Kit Ng , Wan Yee Winsy Lai , Morris Siu-yung Jong , Chi Wui Ng","doi":"10.1016/j.cexr.2024.100090","DOIUrl":"10.1016/j.cexr.2024.100090","url":null,"abstract":"<div><div>With the digital affordances of augmented reality (AR) technologies, research has shown their value for contextualized, interactive and collaborative language learning through supporting real-world immersion. In recent years, CoSpaces has been a popular AR learning tool with an extensive library of 3D models and constructive gadgets, as well as a visual programming platform. With this tool, students can create projects of digital stories by building personalized AR artifacts, scenes, and storylines, and then share their projects in a dynamic and global community of children. This study examined the characteristics of 39 selected CoSpaces’ open projects via thematic analysis and categorization into five learning contexts: (1) art, history, culture and design, (2) STEM, (3) classroom English and everyday communication, (4) fairy tale/literature, and (5) campus tour. Furthermore, this study identified six language learning competencies derived from digital story creation: (1) discovering knowledge, (2) connecting to prior experience and knowledge, (3) conducting research, (4) problem-solving, (5) expressing and creating digitally, as well as (6) presenting, appreciating and evaluating. Digital literacy refers to the ability to use technology to find, evaluate, create, and communicate information. In addition, three major types of digital literacy skills necessary for AR digital storytelling processes have been identified, encompassing digital creativity, technoligcal proficiency, and research skills. Our results contribute to discovering educational values in developing digital language competency through AR digital story creation. Recommendations are offered for future research and for educators to design appropriate AR learning experiences.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100090"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A virtual classroom map-based immersive VR learning approach to fostering collaborative learning 基于虚拟教室地图的沉浸式 VR 学习方法，促进协作学习

Computers & Education: X Reality Pub Date : 2024-11-19 DOI: 10.1016/j.cexr.2024.100088

Xiuli Huang , Felicitas Macgilchrist

{"title":"A virtual classroom map-based immersive VR learning approach to fostering collaborative learning","authors":"Xiuli Huang , Felicitas Macgilchrist","doi":"10.1016/j.cexr.2024.100088","DOIUrl":"10.1016/j.cexr.2024.100088","url":null,"abstract":"<div><div>The Virtual Reality (VR) supported collaborative learning approach has been approved as effective collaborative learning in various education by many researchers. However, optimizing high-level collaborative activities for sharing and building knowledge in VR technology-based collaborative learning is lacking. In this study, a virtual classroom map approach was proposed to enhance classroom knowledge-sharing culture and in the meantime support teachers in observing group work and to help students obtain feedback in the immersive virtual reality (IVR) supported collaborative learning in schooling. A randomized crossover design was used to compare the virtual classroom map-supported IVR learning approach (condition 1) and the IVR learning without virtual classroom map approach (condition 2) in English as a Foreign Language (EFL) education in two schools in East Germany. Data analysis showed that: (1) The virtual classroom map-supported IVR learning approach (MIVRL) improved students' content performance on writing tasks compared to IVR learning without the virtual classroom map approach (IVRL). (2) Despite its complex choreography of devices, the MIVRL did not reduce students’ interests and did not increase their fear of failure. (3) The proposed MIVRL approach showed the possibility of turning VR into a practice strengthening a “culture of sharing” in formal education. The results suggest that the virtual classroom map approach may be implemented as a tool for assisting VR-supported collaborative learning. Moreover, with the virtual classroom map, VR can be turned into a practice strengthening a “culture of sharing” in immersive learning.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100088"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142697239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Immersive quantum: A systematic literature review of XR in quantum technology education 身临其境的量子：量子技术教育中的 XR 系统文献综述

Computers & Education: X Reality Pub Date : 2024-11-07 DOI: 10.1016/j.cexr.2024.100087

Ge Song, Xunan Wang, Rami Ghannam

{"title":"Immersive quantum: A systematic literature review of XR in quantum technology education","authors":"Ge Song, Xunan Wang, Rami Ghannam","doi":"10.1016/j.cexr.2024.100087","DOIUrl":"10.1016/j.cexr.2024.100087","url":null,"abstract":"<div><div>Recent advancements in quantum technology have created an urgent need for skilled professionals in this field, necessitating innovative educational approaches. This systematic literature review investigates the integration of Extended Reality (XR), including Virtual and Augmented Reality, in quantum technology education. We analyzed 19 shortlisted articles from major digital libraries using comprehensive methodologies, including refined search strings, rigorous inclusion and exclusion criteria as well as manual filtering. Our analysis highlights the application of XR technology across various quantum disciplines, predominantly quantum computing and quantum chemistry, at different educational levels, with a focus on university-level education. Notably, our review reveals a dominance of design-development research, a scarcity of empirical studies and a significant absence of educational learning theories as foundational frameworks. Additionally, we identify critical gaps in the current research landscape, including limited focus on immersive design elements and learner engagement strategies. The findings point towards emerging opportunities for future research, emphasizing the need for more empirical studies, intervention features and a holistic integration of educational learning theories. This review serves as a roadmap for advancing XR-based quantum education, fostering innovative research directions and shaping effective teaching practices.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100087"},"PeriodicalIF":0.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining reading proficiency and science learning using mixed reality in elementary school science 利用混合现实技术考察小学科学中的阅读能力和科学学习情况

Computers & Education: X Reality Pub Date : 2024-11-02 DOI: 10.1016/j.cexr.2024.100086

Leonard A. Annetta , Mark H. Newton , Yvonne Franco , Ashley Johnson , Denise Bressler

{"title":"Examining reading proficiency and science learning using mixed reality in elementary school science","authors":"Leonard A. Annetta , Mark H. Newton , Yvonne Franco , Ashley Johnson , Denise Bressler","doi":"10.1016/j.cexr.2024.100086","DOIUrl":"10.1016/j.cexr.2024.100086","url":null,"abstract":"<div><div>Scientific literacy is foundational for many young learners in primary school grades when they have mastered the ability to comprehend vocabulary terms and the science concepts behind them. Text with engaging visual imagery can improve students' comprehension, enhance retrieval, and increase retention when it is integrated into either or both reading and science instruction. Integrating multimedia experiences into science content reading to enhance text through mixed reality (MR) has the potential to supplement both understanding of science concepts and reading ability. This study examined whether reading elementary science text, heavy in science vocabulary, through MR enhanced students’ reading fluency and/or science content learning. A quasi-experimental convergent mixed methods one group pretest-posttest design was employed with 24 grade 5 students in a rural area of the United States Mid-Atlantic region. Data sources included a reading fluency and retelling test, physical and chemical changes end of unit test, and post-interviews. Wilcoxon Signed Rank Tests suggested reading fluency and comprehension gains were statistically significant (p < .05). Qualitative analyses suggested audio integration, enjoyment while engaging with the MR, and finally the visual components of the MR enhanced the learning process. Findings suggest a potential for MR to increase science learning and reading interest especially among low-proficiency readers.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100086"},"PeriodicalIF":0.0,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unlocking the power of immersive learning: The FAIRI instructional design proposition for adaptive immersive virtual reality 释放沉浸式学习的力量：适应性沉浸式虚拟现实的 FAIRI 教学设计主张

Computers & Education: X Reality Pub Date : 2024-10-11 DOI: 10.1016/j.cexr.2024.100084

Gilles Obourdin , Sven de Maeyer , Piet Van den Bossche

引用次数: 0

Designing a virtual reality system for clinical education and examination 为临床教育和考试设计虚拟现实系统

Computers & Education: X Reality Pub Date : 2024-10-10 DOI: 10.1016/j.cexr.2024.100083

Olawale Babatunde Akinwale , Olatunde Abiona , Ayodeji Oludola Oluwatope , Olayinka Donald Otuyemi , Omotade Adebimpe Ijarotimi , Abiola Olubusola Komolafe , Stephen Babatunde Aregbesola , Babatope Ayodeji Kolawole , Olufemi Mayowa Adetutu , Ojo Melvin Agunbiade , Adeboye Titus Ayinde , Lanre Idowu , Oluseye Ademola Okunola , Alaba Adeyemi Adediwura

引用次数: 0

Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities 沉浸式学习事实知识，同时评估认知负荷和空间能力的影响

Computers & Education: X Reality Pub Date : 2024-10-08 DOI: 10.1016/j.cexr.2024.100085

Benjamin De Witte , Vincent Reynaert , Jerome Hutain , Danny Kieken , Joseph Jabbour , Jalal Possik

{"title":"Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities","authors":"Benjamin De Witte , Vincent Reynaert , Jerome Hutain , Danny Kieken , Joseph Jabbour , Jalal Possik","doi":"10.1016/j.cexr.2024.100085","DOIUrl":"10.1016/j.cexr.2024.100085","url":null,"abstract":"<div><div>Immersive virtual reality (IVR) is a motivating new learning tool. However, discrepancies in results emerge regarding the type of knowledge, specifically factual knowledge. Moreover, to improve the instructional design, authors claimed to verify the impact of cognitive load and spatial abilities while learning in IVR. Sixty-one undergraduate students were recruited and divided into two groups in pre-post, test study design. Learning consisted of using “Google Earth” with a Head Mounted Display (HMD) or a desktop computer to improve general geographic knowledge. Pre-training and segmentation were included in the learning process, and levels of presence, spatial orientation and cognitive load were measured to evaluate their impact. Results show that the two groups significantly improved their performance between pre and post-test. HMD users felt more present than computer users. Overall cognitive load did not hinder the learning performance. The analysis of cognitive load dimensions reveals significant differences in the mental load and frustration levels between the two groups. Spatial orientation was not correlated to the learning process. The use of HMD is effective for learning geographic general knowledge. When managed overall cognitive load does not influence learning although the use of HMDs elicits high mental load levels. HMD users are experiencing less frustration indicating it may be suitable for long-distance learning. HMD technological features compensate for spatial orientation abilities. Finally, presence does not enhance learning, suggesting it should be combined with interactions eliciting feedback to be more effective.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100085"},"PeriodicalIF":0.0,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Immersive gaze sharing for enhancing education: An exploration of user experience and future directions 沉浸式凝视共享促进教育：探索用户体验和未来方向

Computers & Education: X Reality Pub Date : 2024-09-12 DOI: 10.1016/j.cexr.2024.100081

Yuval Kahlon , Weiheng Hu , Momoko Nakatani , Santosh Maurya , Takuya Oki , Jiang Zhu , Haruyuki Fujii

{"title":"Immersive gaze sharing for enhancing education: An exploration of user experience and future directions","authors":"Yuval Kahlon , Weiheng Hu , Momoko Nakatani , Santosh Maurya , Takuya Oki , Jiang Zhu , Haruyuki Fujii","doi":"10.1016/j.cexr.2024.100081","DOIUrl":"10.1016/j.cexr.2024.100081","url":null,"abstract":"<div><p>Gaze sharing (GS) technology enhances communication between human interlocutors. Essentially, GS consists of sharing information regarding one's visual attention with another person, by automatically marking one's current point of interest on a digital display. The benefits of this technology for education have been demonstrated by researchers. However, since most GS systems relay gaze information using flat monitors, they impede natural communication between interlocutors who are co-located (as glancing at the display diverts their attention from the physical space). Acknowledging this limitation, immersive gaze sharing (IGS) systems have been recently developed. IGS systems utilize the power of Extended Reality (XR) technology to superimpose gaze information directly onto one's visual environment, and are therefore a promising tool for enhancing human communication in education. Currently, we know little regarding how users experience IGS, to guide its development. To bridge this gap, we have executed an exploratory user study of IGS with learners and instructors, using Mixed Reality (MR) technology. A quantitative and qualitative analysis of users' feedback and behavior has shed light on the differences between instructors and learners in terms of their needs, abilities and preferences. On this basis, guidelines for developing IGS systems are proposed, towards their integration into our future educational practices.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100081"},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S294967802400031X/pdfft?md5=8397afc51fba1cd88dbee02f1e144441&pid=1-s2.0-S294967802400031X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The fundamental frequency: Extending sound perception theory to extended-reality collaborative environments 基频：将声音感知理论扩展到扩展现实协作环境中

Computers & Education: X Reality Pub Date : 2024-09-06 DOI: 10.1016/j.cexr.2024.100080

Tom A. Garner

{"title":"The fundamental frequency: Extending sound perception theory to extended-reality collaborative environments","authors":"Tom A. Garner","doi":"10.1016/j.cexr.2024.100080","DOIUrl":"10.1016/j.cexr.2024.100080","url":null,"abstract":"<div><p>It has been suggested that media and technology effectiveness in pedagogy is a myth. An intervention is not automatically effective simply by virtue of it being new. Yet, so often, initial hype leads to inflated expectations and subsequent disappointments. Virtual and augmented reality, the metaverse, and collaborative virtual learning environments that utilise an increasingly wide range of digital platforms have all made appearances within this narrative. However, initial failures to meet expectation, especially when value is taken for granted, should not condemn these technologies to being dismissed. With the burgeoning opportunity for heterogenic design (asynchronous and asymmetrical roles, tasks, interface platforms, user capabilities, etc.) their technical capabilities and pedagogic potential are too significant. The need is for deeper learning through meaningful experience, the latter facilitated through affective and cognitive engagement derived from user-experience factors that include presence, flow, and self-efficacy. The central assertion of this article is that the effectiveness of these technologies for learning can be greatly enhanced through user-centred software designs that focus upon evoking these factors. Hardware configurations and software designs should deliver training scenarios that are built upon research-informed interaction design. The twist here is that in this article, we look to the oft underappreciated field of auditory perception, specifically that pertaining to human interactions with (and through) digital technologies, to present a novel set of interaction design principles with the goal of enhancing extended reality collaborative learning.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100080"},"PeriodicalIF":0.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000308/pdfft?md5=2ab7165f17e2c6c546657b3e0759b37d&pid=1-s2.0-S2949678024000308-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0