Pub Date : 2025-01-24DOI: 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.
{"title":"Using virtual reality mediation in a workplace setting for employees with disabilities: A pilot study","authors":"Hung Jen Kuo , Nigel Newbutt , Sarah George , Michael Laird","doi":"10.1016/j.cexr.2025.100093","DOIUrl":"10.1016/j.cexr.2025.100093","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100093"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-04DOI: 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.
{"title":"Building ethical virtual classrooms: Confucian perspectives on avatars and VR","authors":"Chi-Ming Lam","doi":"10.1016/j.cexr.2024.100092","DOIUrl":"10.1016/j.cexr.2024.100092","url":null,"abstract":"<div><div>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 (<em>ren</em>), righteousness (<em>yi</em>), ritual propriety (<em>li</em>), wisdom (<em>zhi</em>), trustworthiness (<em>xin</em>), and loyalty (<em>zhong</em>), 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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100092"},"PeriodicalIF":0.0,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 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.
{"title":"Perception of head shape, texture fidelity and head orientation of the instructor’s look-alike avatar","authors":"Oyewole Oyekoya , Kwame Agyemang Baffour","doi":"10.1016/j.cexr.2024.100091","DOIUrl":"10.1016/j.cexr.2024.100091","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"6 ","pages":"Article 100091"},"PeriodicalIF":0.0,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 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.
{"title":"Engage and learn: Improved learning of cellular structures using a virtual reality-based learning experience","authors":"Heino Laubscher , Ben Loos , Rensu P. Theart","doi":"10.1016/j.cexr.2024.100089","DOIUrl":"10.1016/j.cexr.2024.100089","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100089"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 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.
{"title":"Using cospaces in augmented reality digital story creation: A thematic analysis","authors":"Davy Tsz Kit Ng , Wan Yee Winsy Lai , Morris Siu-yung Jong , Chi Wui Ng","doi":"10.1016/j.cexr.2024.100090","DOIUrl":"10.1016/j.cexr.2024.100090","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100090"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-19DOI: 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.
{"title":"A virtual classroom map-based immersive VR learning approach to fostering collaborative learning","authors":"Xiuli Huang , Felicitas Macgilchrist","doi":"10.1016/j.cexr.2024.100088","DOIUrl":"10.1016/j.cexr.2024.100088","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100088"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142697239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-07DOI: 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.
{"title":"Immersive quantum: A systematic literature review of XR in quantum technology education","authors":"Ge Song, Xunan Wang, Rami Ghannam","doi":"10.1016/j.cexr.2024.100087","DOIUrl":"10.1016/j.cexr.2024.100087","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100087"},"PeriodicalIF":0.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-02DOI: 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。
{"title":"Examining reading proficiency and science learning using mixed reality in elementary school science","authors":"Leonard A. Annetta , Mark H. Newton , Yvonne Franco , Ashley Johnson , Denise Bressler","doi":"10.1016/j.cexr.2024.100086","DOIUrl":"10.1016/j.cexr.2024.100086","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100086"},"PeriodicalIF":0.0,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-11DOI: 10.1016/j.cexr.2024.100084
Gilles Obourdin , Sven de Maeyer , Piet Van den Bossche
{"title":"Unlocking the power of immersive learning: The FAIRI instructional design proposition for adaptive immersive virtual reality","authors":"Gilles Obourdin , Sven de Maeyer , Piet Van den Bossche","doi":"10.1016/j.cexr.2024.100084","DOIUrl":"10.1016/j.cexr.2024.100084","url":null,"abstract":"","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100084"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic clearly showed how much medical and clinical students’ education relied on physical instruction and examination. The work presented here was born by the fact that medical and clinical education had to be suspended during the social distancing phase of the pandemic. This work presents the lessons learned from creating a virtual reality system (VTRACS) for educating and assessing clinical students on a limited budget. Our work showed that clinical education could be done in a virtual space with a minimal virtual reality setup and a low-cost virtual reality headset.
{"title":"Designing a virtual reality system for clinical education and examination","authors":"Olawale Babatunde Akinwale , Olatunde Abiona , Ayodeji Oludola Oluwatope , Olayinka Donald Otuyemi , Omotade Adebimpe Ijarotimi , Abiola Olubusola Komolafe , Stephen Babatunde Aregbesola , Babatope Ayodeji Kolawole , Olufemi Mayowa Adetutu , Ojo Melvin Agunbiade , Adeboye Titus Ayinde , Lanre Idowu , Oluseye Ademola Okunola , Alaba Adeyemi Adediwura","doi":"10.1016/j.cexr.2024.100083","DOIUrl":"10.1016/j.cexr.2024.100083","url":null,"abstract":"<div><div>The COVID-19 pandemic clearly showed how much medical and clinical students’ education relied on physical instruction and examination. The work presented here was born by the fact that medical and clinical education had to be suspended during the social distancing phase of the pandemic. This work presents the lessons learned from creating a virtual reality system (VTRACS) for educating and assessing clinical students on a limited budget. Our work showed that clinical education could be done in a virtual space with a minimal virtual reality setup and a low-cost virtual reality headset.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100083"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号