Exploring the use of virtual reality by pre-service elementary teachers for teaching science in the elementary classroom

Abstract

This research was conducted on two groups of pre-service elementary teachers (PSETs) (N?=?38) in a pre/post within-subjects design. Participants were asked to critique, create, and evaluate the use of virtual reality (VR) classroom applications during a three-stage intervention. Pre/post questionnaires assessed the change in attitudes toward using VR and technology when teaching. Participants felt significantly more ready to teach science using computer-based technology (t = 7.23, p < .0001) following the intervention. Qualitative analysis of responses showed that PSETs were positive about their VR experience and had come to see VR apps as supplementary educational tools. The majority of the PSET teams successfully created original instructional material using VR, increasing their self-efficacy.     

Studying the effect of redundancy in a virtual reality classroom

Educational technology research and development - Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant...     

Exploring learner acceptance of the use of virtual reality in medical education: a case study of desktop and projection-based display systems

Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to greatest effect. This research describes the use of high performance real-time interactive software (VR4MAX) to build a prototype 3D VR learning system. A questionnaire survey was distributed to 167 university students to investigate learner attitudes toward learning via VR applications. Experimental results show that immersion and imagination features of VR-mediated course contents have a positive impact on perceived usefulness, and can also predict perceived ease of use, both of which contributors to behavioral intention of learners to use VR learning systems. Overall, this research validates the relationship between three features of VR and learners' behavioral intention to use VR learning. The results could prove helpful in guiding future research related to VR learning.     

Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks

The current study evaluated the use of virtual reality (VR) and augmented reality (AR) platforms, developed within the scope of the SKILLS Integrated Project, for industrial maintenance and assembly (IMA) tasks training. VR and AR systems are now widely regarded as promising training platforms for complex and highly demanding IMA tasks. However, there is a need to empirically evaluate their efficiency and effectiveness compared to traditional training methods. Forty expert technicians were randomly assigned to four training groups in an electronic actuator assembly task: VR (training with the VR platform twice), Control-VR (watching a filmed demonstration twice), AR (training with the AR platform once), and Control-AR (training with the real actuator and the aid of a filmed demonstration once). A post-training test evaluated performance in the real task. Results demonstrate that, in general, the VR and AR training groups required longer training time compared to the Control-VR and Control-AR groups, respectively. There were fewer unsolved errors in the AR group compared to the Control-AR group, and no significant differences in final performance between the VR and Control-VR groups, probably due to a ceiling effect created by the use of two training trials in the selected task for participants who were expert technicians. The results suggest that use of the AR platform for training IMA tasks should be encouraged and use of the VR platform for that purpose should be further evaluated.     

Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management: Results of a pre-registered experiment

Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.

Practitioner notes

What is already known about this topic

• Video is a popular teacher training medium given its ability to display classroom situations.
• Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
• Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.

What this paper adds

• VR outperforms video in promoting student teachers' triggered interest in classroom management.
• Student teachers felt more efficacious in classroom management after participating in VR.
• VR also invoked higher extraneous cognitive load than the video.

Implications for practice and/or policy

• VR provides an authentic teacher training environment for classroom management.
• The design of the VR training environment needs to ensure a low extraneous cognitive load.

     

Transforming clinical imaging data for virtual reality learning objects

Advances in anatomical informatics, three‐dimensional (3D) modeling, and virtual reality (VR) methods have made computer‐based structural visualization a practical tool for education. In this article, the authors describe streamlined methods for producing VR “learning objects,” standardized interactive software modules for anatomical sciences education, from newer high‐resolution clinical imaging systems data. The key program is OsiriX, a free radiological image processing workstation software capable of directly reformatting and rendering volumetric 3D images. The transformed image arrays are then directly loaded into a commercial VR program to produce a variety of learning objects. Multiple types or “dimensions” of anatomical information can be embedded in these objects to provide different kinds of functions, including interactive atlases, examination questions, and complex, multistructure presentations. The use of clinical imaging data and workstation software speeds up the production of VR simulations, compared with reconstruction‐based modeling from segmented cadaver cross‐sections, while providing useful examples of normal structural variation and pathological anatomy. Anat Sci Ed 1:50–55, 2008. © 2008 American Association of Anatomists.     

A review of the use of virtual reality head-mounted displays in education and training

In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.     

Exploring classroom life through cogenerative dialogues

In response to Shady’s reflection on his experience as a teacher-researcher in which he explored different cogen structures, we consider fluid participant configurations using cogens as a research method to provide insights into classroom life. Our cogens illuminated the role of symbolic, cultural and social capital in student–teacher alignments that changed across different classroom situations. In Shady’s study, as well as our own, respectful student–teacher relationships that involved the teacher and students first establishing common social capital, enabled the teacher to “be in with” the students, and vice versa. We raise questions about how the structure of cogens might affect the nature of the dialogue that is cogenerated.     

小学音乐情境教学法的应用

情境教学法是一种创新的教学方法,教师通过情境创设,以提升学生在课堂上的主动性,让学生能够主动参与到课堂当中。在小学音乐教学中,教师采用情境教学法能够有效激活课堂,提高学生的学习积极性,唤醒学生的审美体验。教师通过设置情境、感受情境、表现情境、拓展情境这四个方面开展情境化教学,是提升小学音乐课堂效率的有效途径。     

Testing virtual classroom in the school context

The development of information and communication technologies has made it possible for schools to establish inter‐institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. In this article we discuss some theoretical aspects of a virtual classroom in the school context. We also report results of a Finnish project which links two lower secondary school classrooms with the use of video‐conferencing.     

虚拟现实技术在领航学教学中的应用

虚拟现实技术(Virtual Reality,简称VR)是应用计算机生成一种模拟环境,它具有沉浸(Immersion)、交互(In-teractivity)、构想(Imagination)基本特征,在领航学教学中具有一定应用优势。     

虚拟现实在手术训练中的应用

文章介绍了虚拟现实概念及其特征,分析了虚拟现实在手术训练中广泛应用的原因,讨论了虚拟现实在手术训练中的应用及其意义。     

虚拟现实与增强现实技术在实验室安全教育中的应用

介绍了虚拟现实与增强现实技术在实验室安全教育领域的开发和应用情况。在实验室的安全教育领域,虚拟现实技术和增强现实技术的应用方兴未艾。通过虚拟现实与增强现实技术可以进行实验室安全设备使用方法、化学撒漏处理、危险源识别等安全教育训练,不仅学生学习兴趣高,且显著提升了实验室安全教育效果。     

基于网络的学习评价管理运行机制探索

在远程开放教育条件下实施基于网络的课程教学评价,一个不可回避的问题就是评价工作的管理。本文通过“高级英语写作”课程在北京电大的实验,探讨了电大系统现有体制下,以目标管理为理论基础的、适合远程开放教学要求的、基于网络虚拟环境条件下的“、目标明确,分工合作,实时监控、服务学习”的课程学习评价管理运行机制。同时,提出了其可能存在的问题和解决建议。     

Effects of reality therapy methods applied in the classroom

Reality therapy methods in the classroom were examined via a four-group experimental design. The groups were as follows: (a) pretested reality therapy, (b) unpretested reality therapy, (c) pretested placebo, and (d) unpretested placebo. Piers-Harris Children's Self-Concept Scale scores and observations of on-task behavior constituted the outcome criteria. No significant differences were obtained for self-concept and on-task behavior. The findings were interpreted as not supportive of reality therapy methods as applied in the classroom.     

The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student

In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the technical skills of first year medical imaging students. The learning experience by each student was either via traditional laboratory-based simulation or VR simulation, for two specified anatomical protocols. Following the learning experience, the students performed role-plays and were assessed on their technical proficiency. The type of learning environment, laboratory-based or VR simulation, was recorded for each radiographic procedure, as well as demographic data. Data demonstrated an improved total role-play skill score for those students trained using VR software simulation compared with the total role-play skills score traditional laboratory simulation. Demographic multivariable analysis demonstrated no statistically significant association of age, gender, gaming skills/activity with the outcome. The novel medical imaging VR simulation learning tool facilitated technical skill acquisition, equal to, or slightly better than traditional laboratory training. Ongoing data collection will evaluate the impact this VR software has on the undergraduate medical imaging student.

Abbreviations: QUT: queensland university of technology; VR: virtual reality; SLE: simulated learning environment; PA: posterio-anterior; DP: dorsi-plantar; CP: central point; CR: central ray; SID: source image distance; HWA: health workforce Australia     

Application of virtual reality for infrastructure management education in civil engineering

The cultivation of understanding regarding civil engineering in students requires them to conceive things in a manner that allows for a comprehensive grasp of practical aspects in alignment with theoretical principles. This requirement is more robust when students are being taught the aspects of infrastructure management. Visualizing the core principles and elements of infrastructure management within a full-scale context is required for students to fully understand the various concepts that compose it. Technology intervention for generating an “enhanced visualization environment” can facilitate improvement in both the teaching and learning process. Virtual Reality (VR) is technology intervention that provides real-world like sensations to its users within a simulated setting, enabling them to safely entertain, learn, experiment, and feel. This paper presents a study on the application and assessment of using virtual reality for infrastructure management education in civil engineering. A bridge inspection module was designed for a Cave Automatic Virtual Environment (CAVE) based system called “Projection VR”, installed at the NED University Virtual Reality Center (NED VRC). Test sessions were designed to experiment with and measure the effectiveness of VR through feedback. This involved a group of 69 senior-year undergraduate students as subjects enrolled in a course on structural design and drawing. Feedback was taken through structured rubrics-based assessments. The results showed that subjects demonstrated a higher capacity for concentration in VR environments and found the VR experience to be easy to use, proximate, comfortable, and extremely captivating. More exposure and practice with VR can positively enhance students’ experience. A limitation to the study presented in the paper is that for real-world situations, where damaged components of structures are often hidden, there will be need for a different modeling mechanism in order to capture such damages. Models generated through Light Detection and Ranging (LIDAR) scanning can serve to compensate for the limitation.

     

Examining creativity through a virtual reality support system

This study explores the effects of immersive VR on an individual’s creativity and factors related to creativity including flow, attention and meditation (i.e., mental relaxation or stress). Sixty undergraduate students were invited to participate in an open-ended challenge to design a wearable technology functioning as a smart phone individually, either in the immersive VR condition (N?=?30) or in the paper-and-pencil condition (N?=?30). Surveys and electroencephalography (EEG) measurements were used to collect data. Findings showed that the participants in the immersive VR condition had higher quality creative products than those in the paper-and-pencil condition. The sequence analysis of the participants’ EEG brainwaves also showed that the participants in the immersive VR condition maintained a more stable focus or attention, while those in the paper-and-pencil condition were more relaxed. Research results led to a deeper understanding of using a VR support system for individual creativity. Recommendations for the design and application of an immersive VR creativity support system are discussed.