虚拟现实对抗变焦疲劳?交互式视频和VR会议的教学体验实地研究。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Robert Speidel, Edward Felder, Achim Schneider, Wolfgang Öchsner
{"title":"虚拟现实对抗变焦疲劳?交互式视频和VR会议的教学体验实地研究。","authors":"Robert Speidel,&nbsp;Edward Felder,&nbsp;Achim Schneider,&nbsp;Wolfgang Öchsner","doi":"10.3205/zma001601","DOIUrl":null,"url":null,"abstract":"<p><strong>Aim: </strong>During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching.</p><p><strong>Methods: </strong>A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience.</p><p><strong>Results: </strong>The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats.</p><p><strong>Conclusions: </strong>VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10285369/pdf/","citationCount":"0","resultStr":"{\"title\":\"Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.\",\"authors\":\"Robert Speidel,&nbsp;Edward Felder,&nbsp;Achim Schneider,&nbsp;Wolfgang Öchsner\",\"doi\":\"10.3205/zma001601\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Aim: </strong>During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching.</p><p><strong>Methods: </strong>A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience.</p><p><strong>Results: </strong>The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats.</p><p><strong>Conclusions: </strong>VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.</p>\",\"PeriodicalId\":45850,\"journal\":{\"name\":\"GMS Journal for Medical Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10285369/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"GMS Journal for Medical Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3205/zma001601\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"GMS Journal for Medical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3205/zma001601","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

摘要

目的:在2019冠状病毒病大流行期间,通过视频会议部分弥补了面对面教学的缺失。然而,讲师们抱怨学生们不积极参与基于视频的在线研讨会。其中一个原因是Zoom疲劳。有或没有头戴式显示器的虚拟现实(VR)会议代表了解决这一问题的一种潜在方法。迄今为止的研究没有阐明与VR会议相关的(1)教学经验,(2)学生需求,(3)学习经验(包括参与和社会存在),以及(4)学习表现(陈述性和空间性)。本研究将比较视讯会议、自主学习和面对面教学的这些方面。方法:作为乌尔姆大学医学院人类医学项目的一部分,在2020/21冬季学期和2021夏季学期开设了普通生理学必修研讨会。研讨会以三种不同的形式提供,内容相同:(a)虚拟现实会议,(b)视频会议,和(c)自主学习,由学生选择自己选择的形式。在VR会议中,讲师使用头戴式显示器授课,而学生则通过个人电脑、笔记本电脑或平板电脑参与。采用问卷调查和知识测试的方式评估学生的学习体验和学习表现。采用半结构化访谈对虚拟现实教学体验进行评估。结果:讲师在VR会议上的教学体验与现场教学相似。学生主要选择自主学习和视频会议。后者在学习经验(包括参与和社会存在)和空间学习表现方面的结果比VR会议更差。陈述性学习表现在不同的教学形式之间只有轻微的差异。结论:VR会议为讲师提供了新的教学机会和类似于面对面教学的教学体验。学生们更喜欢省时的视频会议和独立学习,但在VR会议中,他们更看重参与性和社交存在感。如果教师和学生对这项技术持开放态度,VR会议可以促进在线研讨会的互动交流。这种主观评价与更好的陈述性学习表现无关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

Aim: During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching.

Methods: A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience.

Results: The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats.

Conclusions: VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信