Computers & Education: X Reality最新文献_第5页

Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings 沉浸式虚拟现实技术在教育和培训中的学习效果：对研究结果的系统审查

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100053

Matthias Conrad, David Kablitz, Stephan Schumann

{"title":"Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings","authors":"Matthias Conrad, David Kablitz, Stephan Schumann","doi":"10.1016/j.cexr.2024.100053","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100053","url":null,"abstract":"<div><p>The use of immersive virtual reality (IVR) offers a variety of design possibilities for action-oriented teaching and learning that enables the promotion of specific knowledge and skills. In order to use IVR applications as an effective teaching and learning medium, it is important to understand the potential advantages and disadvantages of this technology compared to other media. This raises the question of what type of learning environment is most effective in promoting specific knowledge and skills. To answer these questions, a systematic review of research on learning with IVR in an educational context was conducted using the PRISMA method (Liberati et al., 2009; Page et al., 2021). The study analyzed 30 relevant research articles to compare the relative effectiveness of IVR-based learning and its impact on learner engagement, as outlined in the ICAP framework (Chi & Wylie, 2014). The results indicate that IVR has a positive impact on learning compared to other types of media. The study suggests that IVR technology is suitable for learning environments that prioritize active learner engagement and practical application, such as active manipulation and constructive creation. In summary, the results offer more insights into the advantages of using IVR to accomplish particular learning objectives.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100053"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000035/pdfft?md5=5a78e0f6210fcb48a87fadb473b504ab&pid=1-s2.0-S2949678024000035-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139726799","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

Task difficulty impact on multitasking in mixed reality environments 任务难度对混合现实环境中多任务处理的影响

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100065

Safanah Abbas , Heejin Jeong

{"title":"Task difficulty impact on multitasking in mixed reality environments","authors":"Safanah Abbas , Heejin Jeong","doi":"10.1016/j.cexr.2024.100065","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100065","url":null,"abstract":"<div><p>Mixed reality applications allow users to experience both physical and digital worlds simultaneously. However, limited research has compared multitasking performance in these two worlds with different difficulty levels. This study investigated the effect of task difficulty on mixed-reality multitasking performance. A block-matching task was used for the physical task experiment, and the N-back test was used for the virtual task experiment. Thirty-six participants completed eight experimental conditions and were tested on four measures: NASA-TLX, accuracy, priority, and hand use. Physical demand and effort subscales were significant in all the experimental manipulations: real-world tasks, virtual-world tasks, and multitasking. The priority variable was not found to be substantial. Most participants prioritized working on either real-world tasks or multitasking, leaving the virtual-world tasks to the least preferred. Such a study can empower instructional designers to tailor tasks that align with learners’ cognitive abilities for an optimal learning experience.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100065"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000151/pdfft?md5=df225f28eefdd7cc19eef5630a92b98a&pid=1-s2.0-S2949678024000151-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140646049","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 technologies in health professions education: A bibliometric analysis 卫生专业教育中的沉浸式技术：文献计量分析

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100051

Shan Li

{"title":"Immersive technologies in health professions education: A bibliometric analysis","authors":"Shan Li","doi":"10.1016/j.cexr.2024.100051","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100051","url":null,"abstract":"<div><p>Immersive technologies are playing an increasingly crucial role in revolutionizing health professions education, as they provide students with realistic and interactive learning experiences. These experiences better prepare them for the complexities and challenges they will encounter in real-world healthcare practice. To comprehensively explore the growth, trends, and patterns at the intersection of immersive technologies and health professions education, a bibliometric analysis was conducted in May 2023 using the Clarivate Analytics - Web of Science Core Collection database. Specifically, we conducted a thorough descriptive examination of various facets within the dataset of 956 bibliographic records, obtained through a systematic literature search. We presented descriptive insights from this scientific literature at multiple levels, including the article (e.g., most frequent words, important themes, trends of keywords), journal (most productive, and most cited journals), affiliation (most productive affiliations), and country (most productive, and most cited countries) levels. Furthermore, we explored the conceptual, intellectual, and social structures of this field of study, represented by the co-occurrence network, co-word network, and collaboration network, respectively. These analyses collectively painted a comprehensive picture of the research landscape within the realm of immersive technologies in health professions education. This study not only contributes to the identification of trends and gaps in the literature but also provides actionable insights for educators, researchers, and policymakers regarding influential players, resource allocation, and global collaboration.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100051"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000011/pdfft?md5=3482d2d83e6fa2d2e33384772fcc2ce8&pid=1-s2.0-S2949678024000011-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433436","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

Exploring the effect of VR-enhanced teaching aids in STEAM education: An embodied cognition perspective 探索虚拟现实增强型教具在 STEAM 教育中的效果：体现认知的视角

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100067

Zehui Zhan , Xuanyan Zhong , Zhihang Lin , Rubing Tan

{"title":"Exploring the effect of VR-enhanced teaching aids in STEAM education: An embodied cognition perspective","authors":"Zehui Zhan , Xuanyan Zhong , Zhihang Lin , Rubing Tan","doi":"10.1016/j.cexr.2024.100067","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100067","url":null,"abstract":"<div><p>The purpose of this study was to examine the effect of Physical Teaching Aids (PTAs) and VR-Enhanced Teaching Aids (VETAs) on students’ learning performance, attitudes, and classroom interactions in a STEAM course. A quasi-experimental study was conducted with a total of 85 fifth-grade students, 42 in the treatment group and 43 in the control group. The students in the treatment group reported a high level of acceptance of the VETAs in the post-course interview. The Lag Sequential Analysis results indicated that the use of VETAs improved students' learning performance and made the classroom more learner-centered than those who were facilitated with PTAs. In the treatment group, students were able to investigate problems more actively, practice and innovate more interactively, and achieve deeper learning. The current study further elaborates on the reasons and summarizes the mechanism of VETAs supporting the perceptual field in STEAM education.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100067"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000175/pdfft?md5=ccb3a32f79070032d7a04956a0af1b11&pid=1-s2.0-S2949678024000175-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140807219","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 Serious game for programming in higher education 高等教育中的严肃编程游戏

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100061

Thomas Hainey, Gavin Baxter

{"title":"A Serious game for programming in higher education","authors":"Thomas Hainey, Gavin Baxter","doi":"10.1016/j.cexr.2024.100061","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100061","url":null,"abstract":"<div><p>Programming is a highly difficult skill which is a constituent of many undergraduate programmes at Higher Education (HE) level. With the advancement of games technology there is an increasing opportunity for educators to provide innovative assessment tools for students on their courses which are highly immersive and graphically indicative of the times. This could potentially be in a supplementary capacity or to a greater extent inextricably linked to the learning outcomes and assessment outcomes. Notably serious games and Games-Based Learning (GBL) have received high levels of attention from educationalists due to being motivational, novel learning approaches. This paper will outline two empirical studies conducted to develop a game to teach programming at HE level. The first study will gauge the acceptability of a computer game for teaching programming and formulating content integration development requirements. The second study will outline the evaluation of the developed game being placed in a module as a formative assessment tool to assist learners to revise for their formal class test. Study one showed that acceptability of the game was high with 61 participants completing an acceptability/content integration questionnaire. The game was designed to consolidate knowledge on rudimentary and advanced programming concepts, data structures and algorithms. 48 participants evaluated the game in study two with the results generally indicating that they enjoyed playing the game as a revision alternative with 14% of participants rating it as very effective and 51% of participants as effective for allowing them to prepare for their class test. The majority of participants also believed that games could be utilised in a formative and summative assessment capacity on courses for independent study.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100061"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000114/pdfft?md5=2886adcf2b7cf199a0ce195148f8c65d&pid=1-s2.0-S2949678024000114-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140619462","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 systematic literature review on user factors to support the sense of presence in virtual reality learning environments 关于支持虚拟现实学习环境中临场感的用户因素的系统性文献综述

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100064

Axel Wiepke , Birte Heinemann

{"title":"A systematic literature review on user factors to support the sense of presence in virtual reality learning environments","authors":"Axel Wiepke , Birte Heinemann","doi":"10.1016/j.cexr.2024.100064","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100064","url":null,"abstract":"<div><p>Immersive VR media are increasingly being integrated into education and academic studies. Various forms of teaching benefit from the sense of presence, wherein users feel fully engaged in the virtual environment. Research indicates that the presence experienced in VR environments enhances user satisfaction, reduces errors during tasks, and promotes more enduring training effects. Since presence is a subjective phenomenon, it is expected to be influenced by user demographics, cognitive abilities, personality traits, interests, and emotions. In this systematic literature review, we examined scientific articles using Google Scholar to identify significant influences of these user factors on presence. Employing the PRISMA methodology, we analyzed a total of 33 articles that addressed our research question. The results indicate that only a subset of the anticipated factors significantly affect presence. These factors include the user's level of interest in the subject being experienced, and any mental disorders associated with it. Additionally, factors such as the user's ability to perceive the spatial qualities of the virtual environment, their disposition toward kindness and generosity, and their inclination to engage with objects—such as media products—affect presence.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100064"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S294967802400014X/pdfft?md5=7f7e6c5b5629a273242ae17164f71c88&pid=1-s2.0-S294967802400014X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905832","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

Implementing Universal Design through augmented-reality game-based learning 通过增强现实游戏式学习实施通用设计

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100070

Amarpreet Gill , Derek Irwin , Dave Towey , Yanhui Zhang , Pinzhuang Long , Linjing Sun , Wanling Yu , Yaxin Zheng

{"title":"Implementing Universal Design through augmented-reality game-based learning","authors":"Amarpreet Gill , Derek Irwin , Dave Towey , Yanhui Zhang , Pinzhuang Long , Linjing Sun , Wanling Yu , Yaxin Zheng","doi":"10.1016/j.cexr.2024.100070","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100070","url":null,"abstract":"<div><p>Technology integration in higher education (HE) provides educators with the opportunity to design stimulating learning environments, especially in design and engineering education (DEE) where it plays a unique role in nurturing creativity, problem-solving and innovation. This study investigates the integration of an augmented reality (AR) educational game in DEE, focusing on the teaching of Design for Manufacturing and Assembly (DfMA) principles. The primary aim of this research is to enhance traditional DfMA teaching and learning (T&L) practices by applying innovative T&L strategies. The resulting AR DfMA game, developed using digital game-based learning, microlearning and collaborative learning techniques, aligns with the Universal Design for Learning framework to create an inclusive learning environment that encourages participation from all students and supports several learning styles.</p><p>The study tests the individual features designed for personal study opportunities to discover which elements are optimal in that environment, and then on the proposed in-class group components of the AR game, involving 68 participants from the appropriate program, though it is not currently implemented as part of a module. We utilize a mixed methods approach to examine the students’ experience and identify key design features that contribute to an inclusive educational experience. The findings highlight positive student experiences, and preferences for hands-on engagement, multimodal content, and collaborative activities. The AR DfMA game also has the potential to enhance intrinsic motivation and create an active and inclusive learning environment. Challenges and areas for improvement are also discussed.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100070"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000205/pdfft?md5=0abe3ff654faabf4294d2cb796c1241c&pid=1-s2.0-S2949678024000205-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141077887","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

Advantages of virtual reality childbirth education 虚拟现实分娩教育的优势

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100058

Marjaana Siivola , Teemu Leinonen , Lauri Malmi

引用次数: 0

Unveiling the synergy of peer feedback and the Metaverse 揭示同行反馈与 Metaverse 的协同作用

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100056

Junjie Gavin Wu , Zi Yang , Sumei Wu , Di Zou

{"title":"Unveiling the synergy of peer feedback and the Metaverse","authors":"Junjie Gavin Wu , Zi Yang , Sumei Wu , Di Zou","doi":"10.1016/j.cexr.2024.100056","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100056","url":null,"abstract":"<div><p>Undeniably, technology has become an integral part of education across all disciplines. Over the past decades, significant technological advancements, such as the normalization of computers and the popularization of mobile devices, have transformed and revolutionized our learning paradigms. Education has transitioned from the bricks-and-mortar, teacher fronted, and textbook-based teaching to out-of-class, student-centered, and inquiry-based learning. Since 2020, emerging technologies such as the Metaverse and artificial intelligence have shown great potential in expanding learning opportunities, ranging from the location of learning and teaching, the student-teacher machine interactions, to different modes of instruction and learning. In particular, the Metaverse has the power to transform the way peer feedback is provided, which is an essential aspect of effective education. This position paper aims to shed some light on the intersection of peer feedback and the Metaverse. It starts with a review of the classic sociocultural learning theory and the historical use of technology to support peer feedback, followed by an introduction to the definition and features of the Metaverse technology. Then, the paper proposes a tentative model about how the Metaverse can be utilized to facilitate peer feedback. It ends with important questions for educators and learners to contemplate in order to make the most of this new technology in improving the provision and uptake of peer feedback.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100056"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000060/pdfft?md5=92fc63d67a28f3b259cb0fab0cf51733&pid=1-s2.0-S2949678024000060-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140030280","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 VR for K-12 experiential education – proposing a pedagogies, practicalities, and perspectives informed framework 针对 K-12 体验式教育的沉浸式虚拟现实--提出一个教学法、实用性和视角知情框架

Computers & Education: X Reality Pub Date : 2024-01-01 DOI: 10.1016/j.cexr.2024.100068

Christian Schott, Andrea Milligan, Stephen Marshall

引用次数: 0