Desktop-based virtual reality social platforms versus video conferencing platforms for online synchronous learning in higher education: An experimental study to evaluate students' learning gains and user experience

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-10-06 DOI:10.1111/jcal.13075

Anna Flavia Di Natale, Claudia Repetto, Daniela Villani

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Abstract

Background

Online synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes.

Objectives

This study examined the effectiveness of desktop-based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students' learning gains and experiences in online synchronous learning.

Methods

The study used a within-subject design, involving 34 college students in two online lecture modules, one via a VR social platform and another through a VC platform. Knowledge assessments occurred pre- and post-modules and after 1 week. Students also completed post-module questionnaires to evaluate their learning experience, in terms of social presence, easiness of use and perceived emotions. In-depth interviews provided further insights into their experiences with both platforms.

Results

The study showed that using VR social platforms for online synchronous learning enhanced immediate knowledge, especially in students less interested in the content, yet it did not notably impact long-term knowledge retention. Despite no significant findings in social presence from questionnaires, interviews indicated that the VR's heightened interactivity might be offset by the effect of not seeing others' real appearances in promoting social presence. Furthermore, the VC platform was found to be easier to use, attributed to its familiarity and user-friendliness. Finally, students experienced increased fun, awe and interest, along with reduced boredom, when using the VR social platform.

Conclusion

The findings highlight the potential of VR to enrich online learning while underscoring the need for effective strategies facilitating a smooth integration into educational settings.

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基于桌面的虚拟现实社交平台与视频会议平台在高等教育在线同步学习中的对比：评估学生学习收获和用户体验的实验研究

背景高等教育中的在线同步学习经常难以克服社交存在感方面的差距，从而导致学生不满意和学习效果不佳。目的本研究考察了基于桌面的虚拟现实（VR）社交平台与视频会议（VC）平台相比，在提高学生在线同步学习的收获和体验方面的有效性。研究方法该研究采用主体内设计，34 名大学生参与了两个在线讲座模块，一个通过 VR 社交平台，另一个通过 VC 平台。知识评估在模块前、模块后和一周后进行。学生们还完成了模块后的问卷调查，从社交存在感、易用性和感知情绪等方面评估他们的学习体验。通过深入访谈，学生们进一步了解了使用这两个平台的体验。结果研究表明，在在线同步学习中使用虚拟现实社交平台能增强即时知识，尤其是对内容不太感兴趣的学生，但这对长期知识保留并无明显影响。尽管问卷调查在社交存在感方面没有明显发现，但访谈表明，VR 增强的互动性可能会被看不到他人真实面貌的影响所抵消，从而促进社交存在感。此外，由于 VC 平台的熟悉性和用户友好性，学生发现 VC 平台更容易使用。最后，学生们在使用 VR 社交平台时体验到了更多的乐趣、敬畏感和兴趣，同时也减少了无聊感。结论研究结果凸显了 VR 在丰富在线学习方面的潜力，同时也强调了需要制定有效的策略，促进 VR 与教育环境的顺利融合。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope