Computers & Education: X Reality最新文献_第9页

Real-time hand interaction and self-directed machine learning agents in immersive learning environments 沉浸式学习环境中的实时手部交互和自主机器学习代理

Computers & Education: X Reality Pub Date : 2023-09-07 DOI: 10.1016/j.cexr.2023.100038

Muhammad Zahid Iqbal, Abraham G. Campbell

{"title":"Real-time hand interaction and self-directed machine learning agents in immersive learning environments","authors":"Muhammad Zahid Iqbal, Abraham G. Campbell","doi":"10.1016/j.cexr.2023.100038","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100038","url":null,"abstract":"<div><p>Integration of extended reality (XR) in education is becoming popular to transform the traditional classroom with immersive learning environments. The adoption of immersive learning is accelerating as an innovative approach for science and engineering subjects. With new powerful interaction techniques in XR and the latest developments in artificial intelligence, interactive and self-directed learning are becoming important. However, there is a lack of research exploring these emerging technologies research with kinesthetic learning or “hands-one learning\" as a pedagogical approach using real-time hand interaction and agent-guided learning in immersive environments. This paper proposes a novel approach that uses machine learning agents to facilitate interactive kinesthetic learning in science and engineering education through real-time hand interaction in the virtual world. To implement the following approach, this paper uses a chemistry-related case study and presents a usability evaluation conducted with 15 expert reviewers and 2 subject experts. NASA task load index is used for cognitive workload measurement, and the technology acceptance model is used for measuring perceived ease of use and perceived usefulness in the evaluations. The evaluation with expert reviewers proposed self-directed learning using trained agents can help in the end-user training in learning technical topics and controller-free hand interaction for kinesthetic tasks can improve hands-on learning motivation in virtual laboratories. This success points to a novel research area where agents embodied in an immersive environment using machine learning techniques can forge a new pedagogical approach where they can act as both teacher and assessor.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"3 ","pages":"Article 100038"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49767323","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

Evaluation of eXtended reality (XR) technology on motivation for learning physics among students in mexican schools 扩展现实(XR)技术对墨西哥学校学生学习物理动机的评价

Computers & Education: X Reality Pub Date : 2023-08-12 DOI: 10.1016/j.cexr.2023.100036

Brandon Antonio Cárdenas-Sainz , María Lucía Barrón-Estrada , Ramón Zatarain-Cabada , Maria Elena Chavez-Echeagaray

{"title":"Evaluation of eXtended reality (XR) technology on motivation for learning physics among students in mexican schools","authors":"Brandon Antonio Cárdenas-Sainz , María Lucía Barrón-Estrada , Ramón Zatarain-Cabada , Maria Elena Chavez-Echeagaray","doi":"10.1016/j.cexr.2023.100036","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100036","url":null,"abstract":"<div><p>Developing countries, including Mexico, face the challenge of integrating technology to enhance education and improve learning outcomes. Despite evidence in many settings of the benefits of using virtual reality (VR) and augmented reality (AR) as learning tools, their potential use is still understudied in many developing regions. The objective of the present study is to evaluate the impact of a web-based eXtended Reality (XR) learning tool, PhysXR, among college-level students enrolled in a Mexican University. PhysXR is a web-based learning application designed to present users with information focused on Newtonian mechanics. This tool presents users with interactive experiences ranging from VR to AR environments and supports a physics simulator for experiments on physical phenomena of dynamics and kinematics. Overall, learning methodologies implemented using PhysXR follow the competency-based learning model implemented in Mexican Education Institutions, and include <em>Learn by Doing</em> and <em>Problem Based Learning</em> (PBL). In order to evaluate the PhysXR tool, 99 students were recruited and randomized to either experimental (VR and AR conditions using PhysXR) or control groups. Outcomes included student's learning and motivation, assessed using the John Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) learning motivation model. Results from this study indicate that the use of the PhysXR tool, both VR and AR approaches, generates a significant improvement in learning gains and motivation compared with traditional methods, highlighting the potential of cross-platform capabilities that web-based XR technology could offer, as well as the use of real time physics simulations for learning.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"3 ","pages":"Article 100036"},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A systematic review of the experimental studies on the effectiveness of mixed reality in higher education between 2017 and 2021 2017 - 2021年高等教育混合现实有效性实验研究系统综述

Computers & Education: X Reality Pub Date : 2023-08-09 DOI: 10.1016/j.cexr.2023.100034

Areej Banjar , Xuanhui Xu , Muhammad Zahid Iqbal , Abraham Campbell

{"title":"A systematic review of the experimental studies on the effectiveness of mixed reality in higher education between 2017 and 2021","authors":"Areej Banjar , Xuanhui Xu , Muhammad Zahid Iqbal , Abraham Campbell","doi":"10.1016/j.cexr.2023.100034","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100034","url":null,"abstract":"<div><p>The integration of mixed reality technologies in higher education has gained momentum in recent years, offering promising opportunities for enhanced learning experiences. This systematic review aims to give an overview of the current evidence for the effectiveness of mixed reality use in higher education. By considering the PRISMA 2020 guidelines, the review has examined studies related to university students and explored all aspects of the PICOS model. A broad search of databases like IEEE Xplore, ProQuest, and Scopus was performed, selecting experimental studies published in English from 2017−−2021. PRISMA was chosen as a well-regarded systematic review approach, and the PICO model is specifically aimed at exploring the efficacy of an approach, hence its inclusion. The review includes 12 studies, half randomised control trials and half non-randomised. Quality assessment was performed using the Cochrane Collaboration ROB 2 and the ROBINS-I tools. The majority of these mixed reality studies concentrated more on 3D manipulation, visualisation, and understanding of the 3D object layers and components than procedural learning using HoloLens. Of the selected studies, 53% were in the medical and health sciences, particularly in anatomy, followed by 34% in engineering education, which suggests that these fields are more open to the use of MR for educational purposes than theoretical disciplines such as the humanities and social sciences. Of the 12 studies, nine used augmented reality via head-mounted displays, and five used mobile mixed reality. These studies show that mixed reality has the potential to enhance learning experiences in higher education. Although there are challenges to overcome, MR offers opportunities for innovation in pedagogical practises and curriculum development.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"3 ","pages":"Article 100034"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring the effectiveness of Virtual Reality in teaching Maltese 探索虚拟现实在马耳他语教学中的有效性

Computers & Education: X Reality Pub Date : 2023-08-08 DOI: 10.1016/j.cexr.2023.100035

Jacqueline Żammit

{"title":"Exploring the effectiveness of Virtual Reality in teaching Maltese","authors":"Jacqueline Żammit","doi":"10.1016/j.cexr.2023.100035","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100035","url":null,"abstract":"<div><p>Virtual Reality (VR) has gained popularity in education, but its potential in language learning, specifically for teaching a minor language like Maltese, has been understudied. To address this gap, a mixed-methods study was conducted to explore the effectiveness of VR in language learning and identify the advantages and challenges of teaching Maltese as a second language (ML2) with a focus on improving language skills. Qualitative research involved a focus group, while quantitative analysis utilized an online survey with a Likert scale and 25 Maltese teachers as participants. The results revealed that younger respondents were more inclined to believe in the significant impact of VR on improving learning outcomes compared to older respondents. VR was found to effectively engage students in immersive environments and enhance the learning context with entertainment features. However, challenges related to costs, bulky headsets, and technical issues were also uncovered. Although VR tools are not currently utilized in teaching Maltese, this research explored their potential effectiveness in ML2 instruction and provided suggestions for effective integration into language teaching. The findings provide quantitative evidence supporting the effectiveness of <span>VR</span> tools in education and their potential to facilitate ML2 learning. Most participants expressed a positive perception, emphasizing the importance of integrating VR technology into Maltese teaching practices to create more engaging and immersive learning experiences for ML2 learners.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"3 ","pages":"Article 100035"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Virtual reality assisted engineering education: A multimedia learning perspective 虚拟现实辅助工程教育:多媒体学习视角

Computers & Education: X Reality Pub Date : 2023-07-14 DOI: 10.1016/j.cexr.2023.100033

Adurangba V. Oje , Nathaniel J. Hunsu , Dominik May

引用次数: 1

VR training program for fire escape: Learning progress predicted by the perception of fire presence, VR operational frustration, and gameplay self-efficacy 火灾逃生VR培训项目:通过火灾存在感、VR操作挫败感和游戏自我效能感预测学习进度

Computers & Education: X Reality Pub Date : 2023-06-23 DOI: 10.1016/j.cexr.2023.100029

Jon-Chao Hong , Hsun-Yu Chan , Yun-Hsuang Teng , Kai-Hsin Tai , Chang-Zhen Lin

{"title":"VR training program for fire escape: Learning progress predicted by the perception of fire presence, VR operational frustration, and gameplay self-efficacy","authors":"Jon-Chao Hong , Hsun-Yu Chan , Yun-Hsuang Teng , Kai-Hsin Tai , Chang-Zhen Lin","doi":"10.1016/j.cexr.2023.100029","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100029","url":null,"abstract":"<div><p>Most VR fire escape training programs only task learners to observe the procedure of fire escape in different simulated fire scenes. To improve the effectiveness of such training programs for everyone, we tested a “fire escape virtual reality training program” which takes advantage of the feedback on the action to help individuals to learn the necessary and correct steps of fire escape. The virtual program emulates a real fire scene by providing realistic visual and auditory stimuli. A single-group quasi-experimental study was carried out to measure the effectiveness of the program, and a total of 173 seventh- and eighth-grade students from a high school in New Taipei City participated. The results of structural equation modeling showed that 1) gameplay self-efficacy was negatively predicted by frustration, 2) fire presence positively predicted gameplay self-efficacy, and 3) gameplay self-efficacy positively predicted learning progress. The findings suggested that critical life-saving skills such as fire escape skills can be readily acquired and trained through individual virtual reality training programs.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"3 ","pages":"Article 100029"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49758874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Cognitive interviewing as a method to inform questionnaire design and validity - Immersive Technology Evaluation Measure (ITEM) for healthcare education 认知访谈对问卷设计及效度的影响——健康教育沉浸式技术评估量表(ITEM)

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100027

Chris Jacobs , Joshua Wheeler , Michael Williams , Richard Joiner

{"title":"Cognitive interviewing as a method to inform questionnaire design and validity - Immersive Technology Evaluation Measure (ITEM) for healthcare education","authors":"Chris Jacobs , Joshua Wheeler , Michael Williams , Richard Joiner","doi":"10.1016/j.cexr.2023.100027","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100027","url":null,"abstract":"<div><p>Research of immersive technology in education is rapidly expanding with potential to educate future students in healthcare disciplines. Despite increasing literature there is a lack of validated instruments to investigate the effects of these technologies. Cognitive interviewing is a valuable evaluation method to check comprehension of a measure and was applied to a new measure of user experience of immersive technology for healthcare education (ITEM). A 5 domain self-reported measure of: immersion, intrinsic motivation, cognitive load, system usability, and debrief. Prior to the interview 9 participants were allocated to augmented reality and virtual reality educational activities. Verbal probing and think aloud techniques through semi-structured cognitive interviews were conducted. The ITEM was found to have high content validity index scores and relationships between domains were further explored through qualitative analysis. The results indicate high clarity of understanding for those completing the ITEM and supports future research as part of an ongoing validation process.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100027"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750935","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 in education: The impact of high-fidelity nonverbal cues on the learning experience 教育中的虚拟现实:高保真的非语言线索对学习体验的影响

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100020

Vlasios Kasapakis , Elena Dzardanova , Androniki Agelada

{"title":"Virtual reality in education: The impact of high-fidelity nonverbal cues on the learning experience","authors":"Vlasios Kasapakis , Elena Dzardanova , Androniki Agelada","doi":"10.1016/j.cexr.2023.100020","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100020","url":null,"abstract":"<div><p>Integrating variant Information and Communication Technologies (ICTs) into the learning process provides students and teachers alike with specialized tools which eliminate the distance between them and create a classroom-like experience. Virtual Reality (VR) is bound to not only match the qualities of interpersonal communication for distance-learning but reconfigure the learning process altogether, providing students and teachers with novel hyper-tools and methods for presentation and interaction. Virtual Reality Learning Environments (VRLEs) are already being designed, developed, and tested out as an educational tool. Among the less investigated aspects of VRLEs is the impact of avatars and characters Nonverbal Cues (NVCs) on the students' learning experience. This study presents the development of a prototype which uses off-the-shelf technologies commonly used in Social Virtual Reality (SVR) platforms to capture a real professor's body motion and gaze, along with his facial expressions, in real-time, during the delivery of a real lecture. The recorded data are later solved onto a high-fidelity avatar delivering the same lecture in a VRLE. A between-groups study including ninety-six (96) participants, all university students, revealed no correlation between the professor's avatar NVCs fidelity and perceived usability, realism, usefulness, and social presence, and no differences in knowledge acquisition as well.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100020"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49759468","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

Formative evaluation of immersive virtual reality expedition mini-games to facilitate computational thinking 沉浸式虚拟现实探险小游戏的形成性评价促进计算思维

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100016

Amos Sunday Oyelere , Friday Joseph Agbo , Solomon Sunday Oyelere

{"title":"Formative evaluation of immersive virtual reality expedition mini-games to facilitate computational thinking","authors":"Amos Sunday Oyelere , Friday Joseph Agbo , Solomon Sunday Oyelere","doi":"10.1016/j.cexr.2023.100016","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100016","url":null,"abstract":"<div><p>Recently, virtual reality (VR) technology has shown great potential in advancing education with many pedagogical benefits for building the 21st-century teaching and learning experience. This study conducted a formative evaluation of an immersive VR expedition application with the aim of understanding users' learning processes and how the application facilitates higher education students' computational thinking skills. Six participants were randomly selected to conduct this evaluation. A mixed research approach consisting of quantitative and qualitative methods was employed. The study quantitatively analyzed users' scores from gameplay to understand how the intervention supported computational thinking skills. Participants were also interviewed to collect data after playing the mini-games to investigate users' experiences. The study showcases players' computational thinking competency, assessed automatically during gameplay. Further, this study used inductive content analysis to demonstrate users' reactions to prototyped VR mini-games. The qualitative findings suggest that users found the VR mini-games interactive and immersive, which provided an opportunity to foster learners' computational thinking skills. The quantitative analysis revealed that student's computational thinking competency can be enhanced through consistent playing of the mini-games. Moreover, the expedition aspect of the VR game stimulated learners' curiosity, which sustained their learning progress. Furthermore, users gained new knowledge and found the mini-games educative. Nevertheless, several aspects of the VR mini-games need improvements, according to users' perceptions. This study contributes to the knowledge in terms of the affordances of VR in education research and provides relevant insights that can shape future studies, for example, the recent hype of metaverse in education.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100016"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49751006","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

Higher-order thinking skills assessment in 3D virtual learning environments using motifs and expert data 使用主题和专家数据的三维虚拟学习环境中的高阶思维技能评估

Computers & Education: X Reality Pub Date : 2023-01-01 DOI: 10.1016/j.cexr.2023.100012

Nuket Nowlan , Ali Arya , Hossain Samar Qorbani , Maryam Abdinejad

{"title":"Higher-order thinking skills assessment in 3D virtual learning environments using motifs and expert data","authors":"Nuket Nowlan , Ali Arya , Hossain Samar Qorbani , Maryam Abdinejad","doi":"10.1016/j.cexr.2023.100012","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100012","url":null,"abstract":"<div><p>The research reported in this paper addresses the problem of assessing higher-order thinking skills, such as reflective and creative thinking, within the context of virtual learning environments. Assessment of these skills requires process-based observations and evaluation, as the output-based methods have been found to be insufficient. Virtual learning environments offer a wealth of data on the process, which makes them good candidates for process-based evaluation, but the existing assessment methods in these environments have shortcomings, such as reliance on large data sets, inability to offer specific feedback on actions, and the lack of consideration for how actions are integrated into bigger tasks. Demonstrating and confirming the ability of three-dimensional virtual learning environments to work with process metrics for assessment, we propose and evaluate the use of motifs as an assessment tool. Motifs are short and meaningful combination of metrics. Combining time-ordered motifs with a similarity analysis between expert and learner data, our proposed approach can potentially offer feedback on specific actions that the learner takes, as opposed to single output-based feedback. It can do so without the use of large training datasets due to reliance on expert data and similarity analysis. Through a user study, we found out that such a motif-based approach can be effective in the assessment of higher-order thinking skills while addressing the identified shortcomings of previous work. We also address the limited research on similarity-based analysis methods, compare their effectiveness, and show that utilizing different similarity measures for different tasks may be a more effective approach. Our proposed method facilitates and encourages the involvement of instructors and course designers through the definition of motifs and expert problem-solving paths.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"2 ","pages":"Article 100012"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49759243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1