Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00071
Joseph Grannum, L. Siiman, Ergi Bufasi, A. Tamm
The use of 2D teaching materials and laboratory classes form the gold standard of anatomy education. Students are typically required to extract spatial information from 2D representations (usually pictures or videos) and create mental 3D models; a major cognitive leap that educators underestimate. The purpose of this study was to design and evaluate a 3D dynamic visualization (3D Viz) to improve spatial thinking, and thereby, anatomical learning. The design applied certain features aimed at decreasing cognitive load while learning with the 3D Viz. A user experience approach was initially taken using a cognitive walkthrough and think-aloud protocol to evaluate the 3D Viz. Then an experimental intervention was conducted to compare 3D Viz with comparable 2D teaching materials. Complete data from a total of 22 participants was obtained. The intervention included a survey, learning tasks using 3D or 2D materials, a spatial anatomy test and a measurement of mental workload using the NASA Task Load Index. The results indicated that the overall mental workload did not differ significantly between 3D and 2D groups. However, the 3D group reported better performance and less frustration workload. The 3D group performed better on the spatial anatomy test. We propose that visual chunking was a strategy the 3D group tended to use when working with the learning tasks. Overall, the findings suggest that the 3D Viz can be used to improve spatial thinking and thereby anatomy knowledge. We recommend further investigation of the learning strategies and mechanisms by which 3D Viz in general can provide beneficial outcomes for learners.
{"title":"Design and evaluation of an interactive 3D dynamic visualizaton tool for functional anatomy","authors":"Joseph Grannum, L. Siiman, Ergi Bufasi, A. Tamm","doi":"10.1109/ICALT52272.2021.00071","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00071","url":null,"abstract":"The use of 2D teaching materials and laboratory classes form the gold standard of anatomy education. Students are typically required to extract spatial information from 2D representations (usually pictures or videos) and create mental 3D models; a major cognitive leap that educators underestimate. The purpose of this study was to design and evaluate a 3D dynamic visualization (3D Viz) to improve spatial thinking, and thereby, anatomical learning. The design applied certain features aimed at decreasing cognitive load while learning with the 3D Viz. A user experience approach was initially taken using a cognitive walkthrough and think-aloud protocol to evaluate the 3D Viz. Then an experimental intervention was conducted to compare 3D Viz with comparable 2D teaching materials. Complete data from a total of 22 participants was obtained. The intervention included a survey, learning tasks using 3D or 2D materials, a spatial anatomy test and a measurement of mental workload using the NASA Task Load Index. The results indicated that the overall mental workload did not differ significantly between 3D and 2D groups. However, the 3D group reported better performance and less frustration workload. The 3D group performed better on the spatial anatomy test. We propose that visual chunking was a strategy the 3D group tended to use when working with the learning tasks. Overall, the findings suggest that the 3D Viz can be used to improve spatial thinking and thereby anatomy knowledge. We recommend further investigation of the learning strategies and mechanisms by which 3D Viz in general can provide beneficial outcomes for learners.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122907123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00031
Yi-Wen Liao, Min-Chai Hsieh, Chun-Wang Wei
Suspended particles are a major component of outdoor air pollution, and cause great harm to human health. Children should be aware of environmental pollution issues and know how to protect themselves. This study developed two kinds of learning aids, augmented reality (AR) and the Internet of things (IoT), for environmental education. A total of 90 students participated in this experiment. The experiment time was 120 minutes. The results of the study showed that all two learning approaches can significantly improve students’ knowledge of air pollution. In terms of learning satisfaction, there was no significant difference between the VR and IoT groups.
{"title":"Effectiveness of Integrating AR and IoT technologies into Environmental Education for Elementary School Students","authors":"Yi-Wen Liao, Min-Chai Hsieh, Chun-Wang Wei","doi":"10.1109/ICALT52272.2021.00031","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00031","url":null,"abstract":"Suspended particles are a major component of outdoor air pollution, and cause great harm to human health. Children should be aware of environmental pollution issues and know how to protect themselves. This study developed two kinds of learning aids, augmented reality (AR) and the Internet of things (IoT), for environmental education. A total of 90 students participated in this experiment. The experiment time was 120 minutes. The results of the study showed that all two learning approaches can significantly improve students’ knowledge of air pollution. In terms of learning satisfaction, there was no significant difference between the VR and IoT groups.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124011006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00072
Alexander Arntz, D. Keßler, S. Eimler
Past examples have illustrated the potential for virtual reality (VR) in educational settings, allowing students the exploration of complex and otherwise hardly accessible learning objects and content. We introduce a VR-photovoltaics learning application. Replicated from a real photovoltaics(PV)-array, we designed a VR-application where students can inspect PV-modules and explore their distinct characteristics. By using current and historical data from the real PV-array through a network interface, combined with a dynamic weather system, a great versatility in scenarios to experiment and learn with can be created. In its modular conceptualization, the current version of the application offers flexible expandability for diverse learning scenarios with multiple data sources.
{"title":"EnLighten: A Photovoltaics Learning Environment in Virtual Reality","authors":"Alexander Arntz, D. Keßler, S. Eimler","doi":"10.1109/ICALT52272.2021.00072","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00072","url":null,"abstract":"Past examples have illustrated the potential for virtual reality (VR) in educational settings, allowing students the exploration of complex and otherwise hardly accessible learning objects and content. We introduce a VR-photovoltaics learning application. Replicated from a real photovoltaics(PV)-array, we designed a VR-application where students can inspect PV-modules and explore their distinct characteristics. By using current and historical data from the real PV-array through a network interface, combined with a dynamic weather system, a great versatility in scenarios to experiment and learn with can be created. In its modular conceptualization, the current version of the application offers flexible expandability for diverse learning scenarios with multiple data sources.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117024863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00103
João P. C. Uchoa, Taciana Pontual Falcão, André C. A. Nascimento, P. Miranda, R. F. Mello
According to the World Health Organization, an estimated one billion people live with a disability. Millions of them are non-verbal and also experience motor-skill challenges. The restrictions on participation and communication caused by such disabilities often lead to discrimination and social exclusion, including the lack of access to formal education. Augmentative and Alternative Communication (AAC) is a method to afford communication for people with speech impairment. Software applications that implement AAC bring benefits of adaptability and personalization over traditional paper-based methods, but their usability needs improvement, particularly to increase user autonomy. This paper presents an interface redesign of the Livox AAC application, and a new user onboarding process based on user research to adjust the interface to user needs, contributing to user autonomy on AAC use.
{"title":"Fostering Autonomy through Augmentative and Alternative Communication","authors":"João P. C. Uchoa, Taciana Pontual Falcão, André C. A. Nascimento, P. Miranda, R. F. Mello","doi":"10.1109/ICALT52272.2021.00103","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00103","url":null,"abstract":"According to the World Health Organization, an estimated one billion people live with a disability. Millions of them are non-verbal and also experience motor-skill challenges. The restrictions on participation and communication caused by such disabilities often lead to discrimination and social exclusion, including the lack of access to formal education. Augmentative and Alternative Communication (AAC) is a method to afford communication for people with speech impairment. Software applications that implement AAC bring benefits of adaptability and personalization over traditional paper-based methods, but their usability needs improvement, particularly to increase user autonomy. This paper presents an interface redesign of the Livox AAC application, and a new user onboarding process based on user research to adjust the interface to user needs, contributing to user autonomy on AAC use.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123086325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00064
Huanhuan Wang, A. Tlili, Xiaoyu Zhong, Zhenyu Cai, Ronghuai Huang
Despite several studies highlighted the importance of considering gender in online learning, the current literature about how male and female students would behave is still fragmented. Additionally, little attention has been paid to investigating the impact of gender on online learning behavioral patterns. This study applies lag sequential analysis (LSA) to investigate gender-related difference in the behavioral patterns of 116 students in an online course for six weeks. The obtained results indicated that overall there is no significant difference in the frequency of online learning behaviors between female and male students. However, the LSA showed that males and females demonstrated different transitional patterns in their online learning behaviors. Female behaviors were more coherently linked to each other. In contrast, some of the male behaviors were relatively isolated without significant antecedents and consequences, calling for learning supports. Also, females tended to view their achievement reports before starting the main course activities, showing that female students were more achievement-oriented. The findings provide explanations about how gender affects online learning and implications on how to design personalized online learning interventions based on considering gender-related differences.
{"title":"The Impact of Gender on Online Learning Behavioral Patterns: A Comparative Study Based on Lag Sequential Analysis","authors":"Huanhuan Wang, A. Tlili, Xiaoyu Zhong, Zhenyu Cai, Ronghuai Huang","doi":"10.1109/ICALT52272.2021.00064","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00064","url":null,"abstract":"Despite several studies highlighted the importance of considering gender in online learning, the current literature about how male and female students would behave is still fragmented. Additionally, little attention has been paid to investigating the impact of gender on online learning behavioral patterns. This study applies lag sequential analysis (LSA) to investigate gender-related difference in the behavioral patterns of 116 students in an online course for six weeks. The obtained results indicated that overall there is no significant difference in the frequency of online learning behaviors between female and male students. However, the LSA showed that males and females demonstrated different transitional patterns in their online learning behaviors. Female behaviors were more coherently linked to each other. In contrast, some of the male behaviors were relatively isolated without significant antecedents and consequences, calling for learning supports. Also, females tended to view their achievement reports before starting the main course activities, showing that female students were more achievement-oriented. The findings provide explanations about how gender affects online learning and implications on how to design personalized online learning interventions based on considering gender-related differences.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129854619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00097
Rwitajit Majumdar, Daichi Yoshitake, B. Flanagan, H. Ogata
In this paper, we propose an interactive drawing based activity in BookRoll, an e-book-based teaching-learning platform. Participants who were researchers drew an overview of their research as a handwritten memo. We demonstrate the affordances of the learning analytics (LA) enhanced platform to facilitate practice and research of such a drawing activity focused on a higher-order thinking task to organize knowledge (research overview in this case). We share the multi-modal data of 4 participants to illustrate the outcomes of the activity and their perception of the activity. An initial analysis of the handwritten memo is visualised. Further reflections show how the use of learning analytics-based platforms can enrich the learning design of a knowledge organisation task.
{"title":"ReDrEw: A Drawing based Knowledge Organization Task in LA-enhanced Platform","authors":"Rwitajit Majumdar, Daichi Yoshitake, B. Flanagan, H. Ogata","doi":"10.1109/ICALT52272.2021.00097","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00097","url":null,"abstract":"In this paper, we propose an interactive drawing based activity in BookRoll, an e-book-based teaching-learning platform. Participants who were researchers drew an overview of their research as a handwritten memo. We demonstrate the affordances of the learning analytics (LA) enhanced platform to facilitate practice and research of such a drawing activity focused on a higher-order thinking task to organize knowledge (research overview in this case). We share the multi-modal data of 4 participants to illustrate the outcomes of the activity and their perception of the activity. An initial analysis of the handwritten memo is visualised. Further reflections show how the use of learning analytics-based platforms can enrich the learning design of a knowledge organisation task.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127753330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00015
G. Grosseck, R. Bran, Diana Andone, Carmen Holotescu
In this article we will use Charles Handy’s sigmoid curve to bring into discussion a rethinking of the roles we have in digital and online education when we are confronted with a crisis situation – as educators, students, parents, managers or policy makers. The S-curve is a metaphor suggesting that many of our traditional ways of solving problems need a second type curve thinking. Therefore, we will apply this concept to three clusters of problems which arose during this period: stability, safety and connectivity. Moreover, we would like to propose a checklist to help develop an effective online education strategy during pandemic times. Applying these S-curves to crises can be an innovative and powerful way to enhance teaching and learning.
{"title":"Riding the S-curve. online education in quarantine times","authors":"G. Grosseck, R. Bran, Diana Andone, Carmen Holotescu","doi":"10.1109/ICALT52272.2021.00015","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00015","url":null,"abstract":"In this article we will use Charles Handy’s sigmoid curve to bring into discussion a rethinking of the roles we have in digital and online education when we are confronted with a crisis situation – as educators, students, parents, managers or policy makers. The S-curve is a metaphor suggesting that many of our traditional ways of solving problems need a second type curve thinking. Therefore, we will apply this concept to three clusters of problems which arose during this period: stability, safety and connectivity. Moreover, we would like to propose a checklist to help develop an effective online education strategy during pandemic times. Applying these S-curves to crises can be an innovative and powerful way to enhance teaching and learning.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127904263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00104
A. Tlili, D. Burgos, Fahriye Altinay Aksal, Zehra Altinay Gazi, Ronghuai Huang, M. Jemni
While massive research has been conducted to see how remote learning and teaching is conduct during the COVID-19 pandemic, less focus has been paid on remote special education for students with disabilities. Therefore, it is still not clear how those students learned and what types of challenges they faced. To fill this gap, this study first collected data from the literature via a systematic literature review, and from both 51 teachers and 21 students with disabilities who were involved in this remote teaching and learning experiences via surveys. It then conducted bibliometric, content and thematic analysis to draw conclusions. The obtained findings highlighted that online and offline remote teaching methods from home were applied. Additionally, different learning assessment methods, such as mini-projects and simple quizzes were adopted by teachers to assess the gained knowledge of students remotely, but none of these methods relied on emerging technologies, such as big data and learning analytics. Finally, parents were a core actor to maintain remote learning from home for students with disabilities.
{"title":"Remote Special Education during COVID-19: A Combined Bibliometric, Content and Thematic Analysis","authors":"A. Tlili, D. Burgos, Fahriye Altinay Aksal, Zehra Altinay Gazi, Ronghuai Huang, M. Jemni","doi":"10.1109/ICALT52272.2021.00104","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00104","url":null,"abstract":"While massive research has been conducted to see how remote learning and teaching is conduct during the COVID-19 pandemic, less focus has been paid on remote special education for students with disabilities. Therefore, it is still not clear how those students learned and what types of challenges they faced. To fill this gap, this study first collected data from the literature via a systematic literature review, and from both 51 teachers and 21 students with disabilities who were involved in this remote teaching and learning experiences via surveys. It then conducted bibliometric, content and thematic analysis to draw conclusions. The obtained findings highlighted that online and offline remote teaching methods from home were applied. Additionally, different learning assessment methods, such as mini-projects and simple quizzes were adopted by teachers to assess the gained knowledge of students remotely, but none of these methods relied on emerging technologies, such as big data and learning analytics. Finally, parents were a core actor to maintain remote learning from home for students with disabilities.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120970547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00033
D. Dicheva, Wen-Jung Hsin, Christo Dichev, Breonte Guy, L. Cassel, Keith Irwin
There has been an increasing effort to make activities that are not inherently interesting for all learners more attractive through gamification. Although the research on the effectiveness of educational gamification has been growing, the effects of some gamification elements on learners’ motivation and engagement are not well understood. In response to this gap, in this paper we describe an experience of gamifying out-of-class practicing with Virtual Currency (VC) in a Computer Networking course. The results of our study show that the VC-based gamification (without interactions with any other gamification elements) had a positive impact on student engagement compared to non-gamified online practicing. The learners’ VC earning and spending behaviors indicate also that Virtual Currency brings additional objectives for students to strive for, besides grades.
{"title":"Exploring the Effect of Virtual Currency on Learners Engagement","authors":"D. Dicheva, Wen-Jung Hsin, Christo Dichev, Breonte Guy, L. Cassel, Keith Irwin","doi":"10.1109/ICALT52272.2021.00033","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00033","url":null,"abstract":"There has been an increasing effort to make activities that are not inherently interesting for all learners more attractive through gamification. Although the research on the effectiveness of educational gamification has been growing, the effects of some gamification elements on learners’ motivation and engagement are not well understood. In response to this gap, in this paper we describe an experience of gamifying out-of-class practicing with Virtual Currency (VC) in a Computer Networking course. The results of our study show that the VC-based gamification (without interactions with any other gamification elements) had a positive impact on student engagement compared to non-gamified online practicing. The learners’ VC earning and spending behaviors indicate also that Virtual Currency brings additional objectives for students to strive for, besides grades.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121032116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00124
Xinyu Chang, Bian Wu
With the advancement of portable head-mounted displays, interest in educational application of immersive spherical video-based virtual reality (SVVR) has been emerging. However, it remains unclear regarding the effects of immersive SVVR on cognitive and affective outcomes. In this study, we retrieved 58 learning outcomes from 16 studies. A meta-analysis was performed using the random effects model to calculate the effect size. Several important moderators were also examined such as control group treatment, learning outcome type, interaction functionality, content instruction, learning domain, and learner’s stage. The results show that immersive SVVR is more effective than other instructional conditions with a medium effect size. The key findings of the moderator analysis are that immersive SVVR has a greater impact on affective outcomes, as well as under the conditions that learning system provides interaction functionality or integrates with content instruction before virtual exploratory learning.
{"title":"Effects of Immersive Spherical Video-based Virtual Reality on Cognition and Affect Outcomes of Learning: A Meta-analysis","authors":"Xinyu Chang, Bian Wu","doi":"10.1109/ICALT52272.2021.00124","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00124","url":null,"abstract":"With the advancement of portable head-mounted displays, interest in educational application of immersive spherical video-based virtual reality (SVVR) has been emerging. However, it remains unclear regarding the effects of immersive SVVR on cognitive and affective outcomes. In this study, we retrieved 58 learning outcomes from 16 studies. A meta-analysis was performed using the random effects model to calculate the effect size. Several important moderators were also examined such as control group treatment, learning outcome type, interaction functionality, content instruction, learning domain, and learner’s stage. The results show that immersive SVVR is more effective than other instructional conditions with a medium effect size. The key findings of the moderator analysis are that immersive SVVR has a greater impact on affective outcomes, as well as under the conditions that learning system provides interaction functionality or integrates with content instruction before virtual exploratory learning.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122036436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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