Computers & Education: X Reality最新文献

英文中文

Enhanced education on geology by 3D interactive virtual geological scenes

Computers & Education: X Reality

Pub Date : 2025-02-05 DOI: 10.1016/j.cexr.2025.100094

Yuan Fang , Yuxin Li , Lei Fan

Virtual Reality (VR) technology is a computer simulation system that leverages real-life data to create and immerse users in virtual worlds. Widely utilized across various industries, VR technology plays a crucial role in interactive training and education on construction-related subjects such as site visualization, construction processes, and health and safety. It also serves as a beneficial supplementary tool for conducting field trips, an essential component of civil engineering courses. This study showcases our development and implementation of a virtual geology site for geology education utilizing dense point cloud data captured at an actual geology site and a web-based VR tool. We utilized Potree, a free open-source web-graphics-library-based point cloud renderer designed for large point clouds, to create our virtual environment. Geological features, measurements, annotations and quizzes were incorporated to enhance student engagement and teaching effectiveness. To evaluate the impact of the developed virtual geology site, we conducted an anonymous questionnaire survey among students who had participated in field trips and experienced the virtual environment. Their feedback served to validate the effectiveness of the virtual geology site in providing an interactive and enhanced learning experience. Additionally, the study explores the potential for VR to overcome practical challenges associated with traditional field trips, such as accessibility and safety concerns, making it a versatile tool for ongoing and future educational applications in geology and beyond.

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引用次数: 0

Using virtual reality mediation in a workplace setting for employees with disabilities: A pilot study

Computers & Education: X Reality

Pub Date : 2025-01-24 DOI: 10.1016/j.cexr.2025.100093

Hung Jen Kuo , Nigel Newbutt , Sarah George , Michael Laird

Virtual Reality (VR) evolves rapidly as a pervasive media and many have started to explore how VR can be used to support a wide range of people. VR technology is also being increasingly integrated into both business and educational settings, offering immersive experiences that enhance learning, training, collaboration, and customer engagement. More recently, the use of VR to aid employment for individuals with disabilities has become a topic of interest. One such innovation use case is the integration of VR meditation practices. VR meditation offers a promising avenue to enhance the well-being of individuals with disabilities in the workplace by providing an immersive method to manage stress, enhance focus, and foster relaxation. This pilot study included 23 participants with disabilities who engaged in daily 5-min VR meditation sessions for three days. Results demonstrated the feasibility and preliminary efficacy of the intervention. Participants reported positive experiences, including increased job satisfaction, work engagement, quality of life, and mindfulness. Statistically significant improvements were observed in participants’ work engagement. Participants also provide suggestions for employers looking to adopt a similar approach.

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引用次数: 0

Building ethical virtual classrooms: Confucian perspectives on avatars and VR

Computers & Education: X Reality

Pub Date : 2025-01-04 DOI: 10.1016/j.cexr.2024.100092

Chi-Ming Lam

This paper examines the ethical implications of using avatars and virtual reality (VR) in education, focusing on issues such as privacy, identity representation, psychological impact, equity in access, and virtual bullying. Confucian ethics, emphasizing virtues like benevolence (ren), righteousness (yi), ritual propriety (li), wisdom (zhi), trustworthiness (xin), and loyalty (zhong), offers a valuable framework for addressing these challenges. Applying these principles, educators and policymakers can create environments that prioritize student well-being and moral development. By integrating Confucian ethics with contemporary ethical frameworks, including deontology, utilitarianism, and virtue ethics, this paper argues for more robust and comprehensive ethical guidelines. The holistic approach of Confucian ethics ensures respect for students’ identities, mental well-being, and equitable learning opportunities. Ultimately, fostering a culture of virtue, respect, and inclusivity can lead to a more ethical and harmonious educational landscape with the responsible use of educational technology.

引用次数: 0

Perception of head shape, texture fidelity and head orientation of the instructor’s look-alike avatar

Computers & Education: X Reality

Pub Date : 2024-12-26 DOI: 10.1016/j.cexr.2024.100091

Oyewole Oyekoya , Kwame Agyemang Baffour

Using look-alike avatars may enhance the likeability and realism of avatars in 3D virtual learning environments. This paper explores perception of the features of the look-alike avatar representations of an instructor in virtual environments in two studies. In a pilot study, an instructor was represented as a look-alike, stick, and video avatar, allowing us to investigate students’ perceptions of teaching effectiveness in virtual and augmented reality environments. The main study seeks to determine the influence of three specific features of a look-alike avatar (head shape, texture fidelity and head orientation) on perception of likeability and visual realism, especially when judged by other people. Two textured look-alike avatars were generated using: (i) three-dimensional (3D) stereophotogrammetry; and (ii) 3D face reconstruction from a single full-face image. Participants compared three different head orientations (0°, 45°, 90°) of the look-alike avatars’ textured heads to their corresponding head silhouettes, to emphasize the differences in head shapes. Results suggest that participants prefer geometrically-accurate photorealistic avatars of the instructor due to the accuracy of the head shape and texture fidelity. In line with studies on face recognition, participants ranked the likeability and realism of the look-alike avatars similarly regardless of the head orientation. We discuss the implications of these findings for 3D virtual learning environments.

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引用次数: 0

Engage and learn: Improved learning of cellular structures using a virtual reality-based learning experience

Computers & Education: X Reality

Pub Date : 2024-12-01 DOI: 10.1016/j.cexr.2024.100089

Heino Laubscher , Ben Loos , Rensu P. Theart

This study investigates the efficacy of Virtual Reality (VR) as an interactive tool for teaching complex cellular structures and functions. Despite VR’s growing popularity in education, its effectiveness remains debated, often due to the absence of guiding learning theories in VR design studies. Addressing this gap, we developed a VR-based learning experience grounded in the Cognitive Theory of Multimedia Learning (CTML). Utilising modern microscopy techniques, we transformed confocal microscopy z-stacks into three-dimensional cellular structures, enhanced with artistic impressions for VR visualisation. A user study with 52 participants, primarily engineering students, compared the VR learning experience to traditional slideshow methods. Results indicated that the VR group demonstrated significantly higher learning performance and understanding of mammalian cell structures compared to the slideshow group. Additionally, participants in the VR group reported greater intrinsic motivation, presence, and perceived learning effectiveness. These findings suggest VR’s potential as a superior teaching tool in cell physiology and underscore the importance of integrating learning theories like CTML in VR educational design. The principles applied in this study could extend to other educational domains, enhancing learning outcomes through well-theorised VR applications.

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引用次数: 0

Using cospaces in augmented reality digital story creation: A thematic analysis

Computers & Education: X Reality

Pub Date : 2024-12-01 DOI: 10.1016/j.cexr.2024.100090

Davy Tsz Kit Ng , Wan Yee Winsy Lai , Morris Siu-yung Jong , Chi Wui Ng

With the digital affordances of augmented reality (AR) technologies, research has shown their value for contextualized, interactive and collaborative language learning through supporting real-world immersion. In recent years, CoSpaces has been a popular AR learning tool with an extensive library of 3D models and constructive gadgets, as well as a visual programming platform. With this tool, students can create projects of digital stories by building personalized AR artifacts, scenes, and storylines, and then share their projects in a dynamic and global community of children. This study examined the characteristics of 39 selected CoSpaces’ open projects via thematic analysis and categorization into five learning contexts: (1) art, history, culture and design, (2) STEM, (3) classroom English and everyday communication, (4) fairy tale/literature, and (5) campus tour. Furthermore, this study identified six language learning competencies derived from digital story creation: (1) discovering knowledge, (2) connecting to prior experience and knowledge, (3) conducting research, (4) problem-solving, (5) expressing and creating digitally, as well as (6) presenting, appreciating and evaluating. Digital literacy refers to the ability to use technology to find, evaluate, create, and communicate information. In addition, three major types of digital literacy skills necessary for AR digital storytelling processes have been identified, encompassing digital creativity, technoligcal proficiency, and research skills. Our results contribute to discovering educational values in developing digital language competency through AR digital story creation. Recommendations are offered for future research and for educators to design appropriate AR learning experiences.

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引用次数: 0

A virtual classroom map-based immersive VR learning approach to fostering collaborative learning 基于虚拟教室地图的沉浸式 VR 学习方法，促进协作学习

Computers & Education: X Reality

Pub Date : 2024-11-19 DOI: 10.1016/j.cexr.2024.100088

Xiuli Huang , Felicitas Macgilchrist

The Virtual Reality (VR) supported collaborative learning approach has been approved as effective collaborative learning in various education by many researchers. However, optimizing high-level collaborative activities for sharing and building knowledge in VR technology-based collaborative learning is lacking. In this study, a virtual classroom map approach was proposed to enhance classroom knowledge-sharing culture and in the meantime support teachers in observing group work and to help students obtain feedback in the immersive virtual reality (IVR) supported collaborative learning in schooling. A randomized crossover design was used to compare the virtual classroom map-supported IVR learning approach (condition 1) and the IVR learning without virtual classroom map approach (condition 2) in English as a Foreign Language (EFL) education in two schools in East Germany. Data analysis showed that: (1) The virtual classroom map-supported IVR learning approach (MIVRL) improved students' content performance on writing tasks compared to IVR learning without the virtual classroom map approach (IVRL). (2) Despite its complex choreography of devices, the MIVRL did not reduce students’ interests and did not increase their fear of failure. (3) The proposed MIVRL approach showed the possibility of turning VR into a practice strengthening a “culture of sharing” in formal education. The results suggest that the virtual classroom map approach may be implemented as a tool for assisting VR-supported collaborative learning. Moreover, with the virtual classroom map, VR can be turned into a practice strengthening a “culture of sharing” in immersive learning.

虚拟现实（VR）支持的协作学习方法已被许多研究人员认可为各种教育中有效的协作学习方法。然而，在基于虚拟现实技术的协作学习中，如何优化高层次的协作活动，以实现知识共享和知识建构，尚属空白。本研究提出了一种虚拟课堂地图方法，以增强课堂知识共享文化，同时支持教师观察小组工作，并帮助学生在学校教育中的沉浸式虚拟现实（IVR）支持的协作学习中获得反馈。在东德两所学校的英语作为外语（EFL）教学中，采用了随机交叉设计，比较了有虚拟教室地图支持的 IVR 学习方法（条件 1）和无虚拟教室地图支持的 IVR 学习方法（条件 2）。数据分析显示(1) 与不使用虚拟教室地图的 IVR 学习方法（IVRL）相比，使用虚拟教室地图支持的 IVR 学习方法（MIVRL）提高了学生在写作任务中的内容表现。(2) 尽管 MIVRL 的设备编排复杂，但并没有降低学生的兴趣，也没有增加他们对失败的恐惧。(3) 拟议的 MIVRL 方法表明，在正规教育中，有可能将 VR 转化为加强 "共享文化 "的实践。研究结果表明，虚拟教室地图方法可以作为辅助 VR 支持的协作学习的工具来实施。此外，有了虚拟教室地图，VR 可以成为加强沉浸式学习中 "分享文化 "的一种实践。

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引用次数: 0

Immersive quantum: A systematic literature review of XR in quantum technology education 身临其境的量子：量子技术教育中的 XR 系统文献综述

Computers & Education: X Reality

Pub Date : 2024-11-07 DOI: 10.1016/j.cexr.2024.100087

Ge Song, Xunan Wang, Rami Ghannam

Recent advancements in quantum technology have created an urgent need for skilled professionals in this field, necessitating innovative educational approaches. This systematic literature review investigates the integration of Extended Reality (XR), including Virtual and Augmented Reality, in quantum technology education. We analyzed 19 shortlisted articles from major digital libraries using comprehensive methodologies, including refined search strings, rigorous inclusion and exclusion criteria as well as manual filtering. Our analysis highlights the application of XR technology across various quantum disciplines, predominantly quantum computing and quantum chemistry, at different educational levels, with a focus on university-level education. Notably, our review reveals a dominance of design-development research, a scarcity of empirical studies and a significant absence of educational learning theories as foundational frameworks. Additionally, we identify critical gaps in the current research landscape, including limited focus on immersive design elements and learner engagement strategies. The findings point towards emerging opportunities for future research, emphasizing the need for more empirical studies, intervention features and a holistic integration of educational learning theories. This review serves as a roadmap for advancing XR-based quantum education, fostering innovative research directions and shaping effective teaching practices.

量子技术的最新进展迫切需要该领域的专业技术人才，因此需要创新的教育方法。本系统性文献综述调查了扩展现实（XR）（包括虚拟现实和增强现实）在量子技术教育中的整合情况。我们采用综合方法，包括细化搜索字符串、严格的纳入和排除标准以及人工筛选，分析了从主要数字图书馆中筛选出的 19 篇文章。我们的分析强调了 XR 技术在不同量子学科（主要是量子计算和量子化学）不同教育层次的应用，重点是大学教育。值得注意的是，我们的综述显示，设计开发研究占主导地位，实证研究很少，而作为基础框架的教育学习理论则严重缺失。此外，我们还发现了当前研究领域中的关键空白，包括对沉浸式设计元素和学习者参与策略的关注有限。研究结果指出了未来研究的新机遇，强调需要更多的实证研究、干预特点以及教育学习理论的全面整合。本综述可作为推进基于 XR 的量子教育、促进创新研究方向和形成有效教学实践的路线图。

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引用次数: 0

Examining reading proficiency and science learning using mixed reality in elementary school science 利用混合现实技术考察小学科学中的阅读能力和科学学习情况

Computers & Education: X Reality

Pub Date : 2024-11-02 DOI: 10.1016/j.cexr.2024.100086

Leonard A. Annetta , Mark H. Newton , Yvonne Franco , Ashley Johnson , Denise Bressler

Scientific literacy is foundational for many young learners in primary school grades when they have mastered the ability to comprehend vocabulary terms and the science concepts behind them. Text with engaging visual imagery can improve students' comprehension, enhance retrieval, and increase retention when it is integrated into either or both reading and science instruction. Integrating multimedia experiences into science content reading to enhance text through mixed reality (MR) has the potential to supplement both understanding of science concepts and reading ability. This study examined whether reading elementary science text, heavy in science vocabulary, through MR enhanced students’ reading fluency and/or science content learning. A quasi-experimental convergent mixed methods one group pretest-posttest design was employed with 24 grade 5 students in a rural area of the United States Mid-Atlantic region. Data sources included a reading fluency and retelling test, physical and chemical changes end of unit test, and post-interviews. Wilcoxon Signed Rank Tests suggested reading fluency and comprehension gains were statistically significant (p < .05). Qualitative analyses suggested audio integration, enjoyment while engaging with the MR, and finally the visual components of the MR enhanced the learning process. Findings suggest a potential for MR to increase science learning and reading interest especially among low-proficiency readers.

许多小学低年级学生在掌握了理解词汇和词汇背后的科学概念的能力后，科学素养就成为了他们的基础。将具有引人入胜的视觉形象的文本整合到阅读和科学教学中，可以提高学生的理解能力，增强检索能力，并增加记忆。将多媒体体验整合到科学内容阅读中，通过混合现实（MR）增强文本，有可能补充对科学概念的理解和阅读能力。本研究探讨了通过混合现实技术阅读科学词汇量较大的小学科学课文是否能提高学生的阅读流畅性和/或科学内容学习能力。本研究采用了准实验收敛混合方法，对美国大西洋中部农村地区的 24 名五年级学生进行了一组前测-后测设计。数据来源包括阅读流畅性和复述测试、物理和化学变化单元期末测试以及后期访谈。Wilcoxon Signed Rank Tests 表明，阅读流利度和理解能力的提高在统计学上具有显著意义（p < .05）。定性分析表明，音频整合、参与磁共振学习时的愉悦感以及磁共振的视觉组件最终都增强了学习过程。研究结果表明，MR 有可能提高科学学习和阅读兴趣，尤其是对低水平读者而言。

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引用次数: 0

Unlocking the power of immersive learning: The FAIRI instructional design proposition for adaptive immersive virtual reality 释放沉浸式学习的力量：适应性沉浸式虚拟现实的 FAIRI 教学设计主张

Computers & Education: X Reality

Pub Date : 2024-10-11 DOI: 10.1016/j.cexr.2024.100084

Gilles Obourdin , Sven de Maeyer , Piet Van den Bossche

引用次数: 0

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