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.     

Immersive virtual field trips in education: A mixed-methods study on elementary students' presence and perceived learning

The purpose of this study was to investigate the influence of immersive virtual field trips (VFTs) with head-mounted displays (HMDs) on the presence and perceived learning. A mixed-method approach was used to obtain an overall understanding of students' experiences with this immersive technology in an elementary classroom. Both quantitative and qualitative data were collected from 27 elementary-school students through presence surveys and reflection papers. Statistical analyses were performed to compare immersive VFTs with traditional VFTs regarding students' virtual presence. Further, an inductive content analysis was performed to analyze reflection papers. The results showed an overall enhancement in virtual presence with the use of immersive VFTs. However, students felt that learning was not favorable with HMDs. The result of this study provides practical implications for the use of immersive VFTs in classroom settings.     

A systematic review of immersive technology applications for medical practice and education - Trends,application areas,recipients, teaching contents,evaluation methods,and performance

Virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR) are examples of immersive technologies that have the potential to improve medical practice and education. As a result, they have recently sparked much research interest. However, there are few reviews related to the use of immersive technologies (including VR, AR, MR, and XR) in medical practice and education. Remarkably, six research questions related to the trends, application areas, recipients, teaching contents, evaluation methods, and performance remain unanswered. To this end, this study conducts a systematic review to analyse 128 articles from 2012 source papers, all of which are indexed in the Web of Science. The review results indicate that immersive technology is currently used primarily on surgery and anatomy-related subjects for doctors, medical students and interns. Furthermore, group experiments are the most commonly used data collection method. The results provide insights into the current research trends related to immersive technology applications for medical practice and education. They also serve as an essential reference for scholars in the medical practice and education contexts.     

The Representation of Virtual Reality in Education

Students' opinions about the opportunities and the implications of VR in instruction were investigated by administering a questionnaire to humanities and engineering undergraduates. The questionnaire invited participants to rate a series of statements concerning motivation and emotion, skills, cognitive styles, benefits and learning outcomes associated with the use of VR in education. The representation which emerged was internally consistent and articulated into specific dimensions. It was not affected by gender, by the previous use of VR software, or by the knowledge of the main topics concerning the introduction of IT in instruction. Also the direct participation in a training session based on an immersive VR experience did not influence such a representation, which was partially modulated by the kind of course attended by students.     

Declarative knowledge acquisition in immersive virtual learning environments

The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was to compare lecture-based and immersive VR-based multimedia instruction, in terms of declarative knowledge acquisition (i.e. learning) of basic corrosion prevention and control with military personnel. Participants were randomly assigned to the control group (N?=?115) or investigational group (N?=?25) and tested immediately before and after training. The author accessed learning outcomes from the pre-exam and post-exam scores and VR system usability from exit questionnaires. Results indicate that both forms of instruction will increase learning. VR-based did produce higher gain scores and there was a statistically significant interaction between instruction type and time.     

Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis

Virtual reality (VR) has gained popularity in educational environments in recent years. Its presence and immersive characteristics enable new learning possibilities. Due to this growth, many studies have been conducted to assess the impact of VR on learning outcomes. The proliferation of experimental studies has created the need for meta-analyses that summarize the effect of VR in terms of learning gain. However, in the current literature there are few reviews focused on K-6 students and on analyzing the influence of some variables: the level of immersion, the length of the intervention, and the knowledge domain. The present meta-analysis aims to respond to these needs. After a pre-selection of 4658 references published between 2010 and 2021, 21 experimental studies were finally included in the meta-analysis. The results indicate that, on average, VR promotes greater student learning in comparison to control conditions (ES = 0.64). Moreover, this effect is even greater when immersive VR (ES = 1.11) is used compared to semi-immersive (ES = 0.19) and non-immersive systems (ES = 0.32). This effect does not depend on the educational level (kindergarten (ES = 0.59), 1–3 (ES = 0.69), 4–6 (ES = 0.70)), and most of the knowledge domains in which VR is used. Moreover, short interventions –less than 2 h– (ES = 0.72) are more effective than those lasting longer (ES = 0.49).     

A structural equation modeling investigation of the emotional value of immersive virtual reality in education

Virtual reality (VR) is projected to play an important role in education by increasing student engagement and motivation. However, little is known about the impact and utility of immersive VR for administering e-learning tools, or the underlying mechanisms that impact learners’ emotional processes while learning. This paper explores whether differences exist with regard to using either immersive or desktop VR to administer a virtual science learning simulation. We also investigate how the level of immersion impacts perceived learning outcomes using structural equation modeling. The sample consisted of 104 university students (39 females). Significantly higher scores were obtained on 11 of the 13 variables investigated using the immersive VR version of the simulation, with the largest differences occurring with regard to presence and motivation. Furthermore, we identified a model with two general paths by which immersion in VR impacts perceived learning outcomes. Specifically, we discovered an affective path in which immersion predicted presence and positive emotions, and a cognitive path in which immersion fostered a positive cognitive value of the task in line with the control value theory of achievement emotions.     

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands‐on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet‐based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549–559. © 2017 American Association of Anatomists.     

Adding immersive virtual reality to a science lab simulation causes more presence but less learning

Virtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing during learning. A sample of 52 university students participated in a 2 × 2 experimental cross-panel design wherein students learned from a science simulation via a desktop display (PC) or a head-mounted display (VR); and the simulations contained on-screen text or on-screen text with narration. Across both text versions, students reported being more present in the VR condition (d = 1.30); but they learned less (d = 0.80), and had significantly higher cognitive load based on the EEG measure (d = 0.59). In spite of its motivating properties (as reflected in presence ratings), learning science in VR may overload and distract the learner (as reflected in EEG measures of cognitive load), resulting in less opportunity to build learning outcomes (as reflected in poorer learning outcome test performance).     

Immersive training systems: Virtual reality and education and training

This paper provides an introduction to the technology of virtual reality (VR) and its possibilies for education and training. It focuses on immersion as the key added value of VR, and analyzes what cognitive variables are connected to immersion, how it is generated in synthetic environments, what immersion is, and what its benefits are. The central research question is the value of tracked, immersive visual displays over non-immersive simulations. The paper provides a brief overview of existing VR research on training and transfer, education, and procedural, cognitive and maintenance training.     

Comparing the effectiveness of video and stereoscopic 360° virtual reality-supported instruction in high school biology courses

The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Practitioner notes

What is already known about this topic

• Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.
• An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.
• Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.

What this paper adds

• This quasi-experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications-VR, Video Learning Recourses-VLR).
• The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.
• The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long-term memory retention.

Implications for practice and policy

• Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.
• Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.
• Educational researchers are advised to integrate stereoscopic 360°-VR solutions in the conventional classroom settings.

     

Using virtual reality in the classroom: preservice teachers’ perceptions of its use as a teaching and learning tool

Virtual reality (VR) platforms act as a potentially transformative tool in learning and teaching. The aim of this study was to examine pre-service teachers’ (PST) perceptions about VR, inclusive of their beliefs about its capacity to be used as a teaching and learning tool. A case-study, conducted at an urban university in Australia involved a sample of n = 41. Participants’ positive perceptions of VR in their teaching relate to its potential to engage learners, the immersive potential of the platform and the scope of VR to offer students experiences they might otherwise not have with other learning tools. Concerns expressed by PSTs include their relatively low self-efficacy to use VR in their teaching, monitoring-related matters, financial cost and implementing the technology in a safe and supportive way. There was a significant difference in PSTs’ amount of self-efficacy to teach using VR when compared to their overall confidence to use digital technologies. PSTs typically had greater awareness of the immersive and engagement potential of VR and less awareness about its potential to foster and promote collaborative learning. This paper contributes to an emerging discourse regarding the possible applications of VR in educational environments and particularly in relation teacher-educator contexts.     

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.     

An Alternative Method for Anatomy Training: Immersive Virtual Reality

The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.     

Digital tools for delivery of dementia education for health-care providers: a systematic review

ABSTRACT

Continuing education on dementia for health-care providers has been shown to have positive effects on diagnostic confidence, knowledge, and care management. Technological approaches to educational delivery have been found to have comparable effects in terms of quality and efficacy. The purpose of the systematic review was to compose and present an evidence base for technology-delivered dementia education for health-care providers. The review used PRISMA guidelines and Cochrane methods focusing on studies with a pre- and post-intervention evaluation. Technology-based delivery of dementia education was broadly defined as any technology-based medium delivered in real time or asynchronously. Ten studies were identified and analyzed using content analysis. The review revealed positive outcomes post-intervention, for dementia knowledge, readiness to change, receptiveness to training, communication skills, and self-efficacy. Studies were rated as medium to high quality on a scale for measurement of published data in research, and there was generally an unknown risk of bias due to a lack of a control group in most studies (N = 7). The findings revealed benefits of digitally-based, asynchronous continuing education for health-care providers, which allow schedule flexibility and the ability to deliver remotely. Findings also revealed benefits of presentations using a variety of interactive educational materials via videos, voice recordings, textual medium and online discussion groups. Suggestions for intervention improvements include tailoring training for the specific needs and knowledge levels of health-care practitioners and using validated scales to measure outcomes.     

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.     

Assessment of health-care professionals’ knowledge and attitudes on sexuality and aging: an integrative review

ABSTRACT

This study aims to establish an understanding of (a) health-care professionals’ knowledge and attitudes; and (b) tools used to assess sexuality in older people living with/(out) dementia and those identified as lesbian, gay, bisexual, trans, or intersex (LGBTI) individuals. An integrative review of the literature, as registered on the PROSPERO international Prospective Register of Systematic Reviews (CRD42019129589), was conducted. A comprehensive and systematic literature search was performed for the period between 2009 to 2019 across eight electronic databases: CINAHL, PubMed, MEDLINE, Web of Science, Cochrane library, Embase, PsycINFO, and Scopus, together with a manual search of reference lists. Screening of titles, abstracts, and full texts of eligible studies plus quality appraisal (using the Mixed Methods Appraisal Tool) were independently conducted by two reviewers with disagreements resolved via discussion with a third reviewer. Nineteen articles were reviewed with three themes identified from the synthesis: 1) varying knowledge and attitudes amongst health-care professionals; 2) needs for professional development opportunities and support from workplace and 3) lack of recent validated tools to assess knowledge and attitudes. Health-care professionals’ knowledge and attitudes toward sexuality in older people living with/(out) dementia and those identified as LGBTI individuals are varying. Sexuality education and professional development training are needed to enhance their knowledge and attitudes and build skills in order to manage sexuality concerns. Current assessment tools are inadequate, highlighting the need for an appropriate assessment tool to be developed.     

Education for ethically sensitive teaching in critical incidents at school

The purpose of the present study was to identify and investigate critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Critical incidents were defined as issues or situations in teachers' work that produce ethical reflection and moral emotions. The critical incidents experienced by urban schoolteachers were analysed and compared with earlier studies on ethical dilemmas in teaching. Concrete examples of these incidents were reported which contain teachers' emotional expressions. Four main categories of critical incidents were identified. These were related to the principal, students and families, teachers, and the school community. Teachers reported commitment, caring, co‐operation and respect as the most dominant emotional expressions in these situations. These emotional expressions reflected ethical sensitivity skills, especially in reading and expressing emotions. Based on our study we suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.     

Preschoolers Flexibly Shift Between Speakers' Perspectives During Real-Time Language Comprehension

In communicative situations, preschoolers use shared knowledge, or “common ground,” to guide their interpretation of a speaker's referential intent. Using eye-tracking measures, this study investigated the time course of 4-year-olds’ (n = 95) use of two different speakers’ perspectives and assessed how individual differences in this ability related to individual differences in executive function and representational skills. Gaze measures indicated partner-specific common ground guided children's interpretation from the earliest moments of language processing. Nonegocentric online processing was positively correlated with performance on a Level 2 visual perspective-taking task. These results demonstrate that preschoolers readily use the perspectives of multiple partners to guide language comprehension and that more advanced representational skills are associated with the rapid integration of common ground information.