{"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}
{"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}
{"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}
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}
{"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}
{"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}
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}
{"title":"Advantages of virtual reality childbirth education","authors":"Marjaana Siivola , Teemu Leinonen , Lauri Malmi","doi":"10.1016/j.cexr.2024.100058","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100058","url":null,"abstract":"<div><p>Many expectant parents do not prepare enough for childbirth, and not getting a tour of the birthing hospital is causing them unnecessary stress. We enhanced childbirth education with an online virtual reality program for the users to experience what it might be like to give birth in a hospital. In this paper, we report a study that included observational user testing with a virtual reality headset and autonomic testing with the device of the user's choice. Data was collected with a pre-questionnaire, observations from the user tests, a semi-structured interview with the expecting parents, a post-questionnaire, and a follow-up questionnaire. The program improved learning outcomes and offered realistic and concrete birthing examples. Usability was good with the virtual reality headsets, while other devices need more research.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100058"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000084/pdfft?md5=ee603cab0ca3e63e7ccf8d97e9a2346f&pid=1-s2.0-S2949678024000084-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139992536","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}
{"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}
Christian Schott, Andrea Milligan, Stephen Marshall
{"title":"Immersive VR for K-12 experiential education – proposing a pedagogies, practicalities, and perspectives informed framework","authors":"Christian Schott, Andrea Milligan, Stephen Marshall","doi":"10.1016/j.cexr.2024.100068","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100068","url":null,"abstract":"<div><p>Research on immersive virtual reality's (VR) impact on K-12 education, particularly experiential learning, has increased. However, there is a paucity of research providing insight into teacher and student perspectives on integrating virtually situated learning experiences (VSLE) into curricula and classrooms. This article reports on the pedagogical and practical benefits and challenges of using an immersive VSLE to support experiential learning across three K-12 schools. Focus groups with teachers and students revealed pedagogical benefits but also constraints related to classroom environments, teacher demands, and the VSLE's scale and interactivity. The findings were synthesized into an expanded conceptualisation of Situated Experiential Education Environments, incorporating nuanced pedagogical and practical considerations raised by participants.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100068"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000187/pdfft?md5=d48e1d18f36907d67f5864063e279d91&pid=1-s2.0-S2949678024000187-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948752","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}