Computers & Education: X Reality最新文献

Student exchanges have been demonstrated to increase students' Cultural Intelligence (CQ). However, global problems in recent years, such as the Coronavirus pandemic, have highlighted the need for digital alternatives to traditional in-person visits. One such alternative could be intercultural seminars using telepresence robots, which allow students to experience particularly realistic intercultural interactions in their real environments. In this research, we evaluated the effects of two semi-virtual intercultural seminars on diversity and intercultural competence that integrated telepresence robots to enable interactions between students located in Germany and Kenya. We conducted quantitative and qualitative analyses using data from N ​= ​135 college students. One half of these students actively participated in one of the seminars. The other half did not participate in the seminars or participated only passively (without using the robots), and formed the control group. In line with our expectations, active participants in the seminars showed significant increases in metacognitive CQ, cognitive CQ, and behavioral CQ, likely due to the particular combination of seminar contents and methods. In contrast, no changes in CQ were found in the control group. Our evaluation of the telepresence robots reveals a mixed picture: Although the students showed high acceptance of using telepresence robots in intercultural seminars, this acceptance did not change during the seminars. Moreover, several technical problems hindered the smooth operation of the robots. Nevertheless, the concept of the seminars under examination proved to be promising for enhancing students’ CQ in an efficient manner.

Previous studies have shown that many children struggle with the acquisition of literacy skills and that these problems can be observed since the earliest stages of literacy learning. Embodied learning has been highlighted as a way to enhance the acquisition of early literacy skills. In addition, the use of technologies has been suggested as way of improving attentional control and motivation, which ultimately can improve learning outcomes. However, the combination of Virtual Reality (VR) and embodied learning in preschool children is yet to be explored wherefore the idea to the VR PLAYMORE study emerged. The project is designed as a three-armed randomized controlled trial with 6-7-year-old children in the Copenhagen area of Denmark. Children will be allocated to either a: 1) VR group, 2) mirror group or 3) control group throughout a 2-week intervention period. The VR group and mirror group will perform activities designed with accordance to the embodied learning theory. However, the VR group will perform the activities while wearing VR headsets whereas the mirror group will perform the activities in front of a whole-body mirror without VR headsets. The control group will continue regular teaching activities without the research group interruption. This study protocol follows the SPIRIT guidelines. Outcome measurements will include testing of literacy skills and attentional control. The study will add new knowledge to the research field of embodied learning and the use of VR technology in a school setting with focus on reading- and spelling-related skills and attentional control since this combination is yet to be explored.

Authentic learning is an instructional approach that best occurs when the learning activities are set in real-world contexts. The authenticity of the learning experience increases when learning is situated in a context akin to the real world, and realistic learning experiences are created by carefully designing the learning tasks, context, and environment. The fidelity of a learning task's psychological, physical, functional, and social aspects and environment is the design attributes that contribute to the authenticity of the learning experience. The social context, or the social environment during learning, is essential in engaging learners in authentic learning tasks. In this mixed-method study, we investigate whether the collaborative nature of the learning activities, the authentic design of the learning experience and tasks, and the social environment impact the learner's perceptions of their learning experience and confidence in learning transfer. Two instruments were used to collect quantitative and qualitative data. The quantitative and qualitative data were analyzed separately and then together through triangulation. The findings of this study suggest that learners perceived the tasks and environment as realistic and the learning activities' collaborative aspect as helpful. The authentic learning environment did not significantly impact learners' confidence to transfer. However, the experience led to valuable metacognitive reflection and change in self-efficacy beliefs about their learning and practice needs. This experience may result in better self-regulation in long-term learning. This paper presents the findings of this study and discusses future research implications.

This study was conducted to investigate whether a virtual reality (VR)-based morality education program is effective in cultivating morality among elementary school students. After conducting VR-based activities and classroom discussions, 162 elementary school students in South Korea were surveyed. According to Rest's theory, we measured moral sensitivity and moral judgment for the evaluation of moral development of students. The use of this model resulted in a significant improvement in moral sensitivity but no significant difference in moral judgment. This study revealed that, although moral sensitivity can be improved relatively easily through our educational program with VR, a separate educational effort is required to improve moral judgment. In addition, this study is meaningful in that it sheds light on the potential of VR, which is closely related to the technology used in the metaverse.

Instructional guidance, provided using worked examples, helps the inexperienced learner cope with complex information, that may be difficult to process in limited capacity working memory. For students of chemistry, such complex information can pertain to the visualisation of structural changes in molecules throughout chemical reactions. This can be alleviated through the affordances of augmented reality (AR) technology. 3D structures are important as they have a crucial impact on the chemical and physical properties of molecules. Within a framework of Cognitive Load Theory, this study illustrates how AR-supported worked examples may enhance learning of electrophilic aromatic substitution. The participant cohort were FHEQ level 5 undergraduate students studying a module of organic chemistry. In addition, the achievement motivation of learner's was also explored, and how this may be impacted by the provision of AR technology and worked examples. The control group was provided with a copy of our worked examples that contained 2D reaction mechanism drawings. Data was collected using a combination of quantitative instruments and qualitative surveys/interviews. For this cohort of students, significant intragroup improvements, and greater normalised change values, in conceptual understanding were observed in the AR group. This was not observed in the control group. No significant intergroup differences in reported cognitive load or achievement motivation of students were found. This was unaffected when introducing prior relevant chemistry experience as a covariate. Student feedback and subsequent thematic analysis show not only the positive impacts on student engagement, but also how students convey their understanding of electrophilic aromatic substitution principles.

Virtual reality (VR) has received considerable attention related to its use in teacher development over the last decade. Despite this attention, there is insufficient understanding of how specific underlying cognitive system responses and autonomic nervous system responses moderate the use of VR and the associated learning outcomes in the development of preservice teachers. This work intends to explore and evaluate preservice service teachers’ (PSTs) experiences using VR and the effects of creativity, mental flexibility (MF), acute stress, and cognitive demand (CD). Forty-eight undergraduate college students in year two of their teacher preparation program were recruited for the study. Each of the preservice teachers was assigned randomly to one of two conditions, microteaching (n ​= ​24) or VR (n ​= ​24). The use of these two conditions allowed the researchers to compare the effects of creativity and MF [measured using the Torrance Test of Creative Thinking] on cognitive demand and stress responses [measured using heart rate variability and electrodermal activity]. Results from analysis of the hemodynamic data and stress response data illustrate that the protective factors of creativity and MF may moderate success in VR and the reduction of cognitive demand and stress when VR is used to develop skills related to teaching.

The maturity of 5G and artificial intelligence has promoted the XRED (X Reality in Education)'s application and implementation. XRED involves the application of X Reality (i.e., augmented reality, virtual reality, or mixed reality) technologies in the process of instruction and learning. Learning assisted by XR technologies can facilitate students' understanding of spatial structure and function, support their learning of language associations, contribute to long-term memory retention, improve physical task performance, enhance motivation, engagement, and learning outcomes, and promote the development of problem-solving abilities. In this study, we provide a general understanding of XRED by illustrating its development concerning funding support, publication venues, software tools, and research topics with the expectation of promoting its future advance and application. We also highlight the importance and necessity of launching the XRED-focused Elsevier journal: Computers & Education: X Reality.

Purpose

This study compares the impact of high-fidelity simulation (HFS) and virtual simulation (VS) experiences on nurses for triaging suspected COVID-19 patients on the basis of their knowledge and skill acquisition.

Background

The essential tools for nurses' professional growth and development are not limited to participation in seminars or symposiums. Training, such as simulation, is also a crucial practice for improving nurses’ competency, especially during a pandemic.

Methods

This study employs a comparative research design. The nurses’ acquired knowledge and skills are evaluated by dividing them into Groups A and B, which are exposed to HFS and VS, respectively.

Results

The mean scores obtained by both groups in their post-tests are significantly higher than that obtained in their pre-tests, by an average of −18.38 for Group A and 22.14 for Group B. The mean scores obtained in their post-Objective Structured Clinical Examination (OSCE) is significantly higher than that in their pre-OSCE, by an average of −23.00 for Group A and 20.67 for Group B. Moreover, Group B's mean score in the post-test is significantly higher than Group A's by an average of −3.00. Group A's post-OSCE mean score is significantly higher than Group B's by an average of 2.92.

Conclusions

The professional competence of nurses exposed to HFS and VS improves significantly. Nurses exposed to VS acquire more knowledge, whereas nurses exposed to HFS develop higher-level skills.