A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Immersive virtual reality as an action: measuring approach and learning status of learners after planning myVOR
Tekijät: Tacgin, Zeynep
Kustantaja: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Kustannuspaikka: ABINGDON
Julkaisuvuosi: 2020
Lehti: Educational Media International
Tietokannassa oleva lehden nimi: EDUCATIONAL MEDIA INTERNATIONAL
Lehden akronyymi: EDUC MEDIA INT
Vuosikerta: 57
Numero: 4
Aloitussivu: 353
Lopetussivu: 371
Sivujen määrä: 19
ISSN: 0952-3987
eISSN: 1469-5790
DOI: https://doi.org/10.1080/09523987.2020.1848509
Verkko-osoite: https://www.tandfonline.com/doi/full/10.1080/09523987.2020.1848509
Tiivistelmä
This research investigates the learning progress and bottlenecks of students during learning via an immersive virtual reality environment. At the planning stage of this action research, an immersive virtual reality learning environment - myVOR- was designed and developed to teach concepts and procedures. myVOR was developed using the Unity game engine. Depth-camera integrated Head Mounted Display was used to support the skill training of learners via intuitive gesture interaction. In the action stage, myVOR was applied to fourteen 3rd year nursing students, once a week for a month. Qualitative and quantitative data were gathered to analyse learning status and, the fluctuation among sessions concerning behaviours, attitudes, reactions. Data were collected from video recordings, myVOR logs, interviews, and an information exam. The results indicated that myVOR was sufficient to teach concepts and complex procedures. However, the learners experienced problems before adapting the used technology, and this affected their behaviours and attitudes during training. The findings of this research support the requirement for a comprehensive needs analysis before designing immersive virtual reality learning environments.
This research investigates the learning progress and bottlenecks of students during learning via an immersive virtual reality environment. At the planning stage of this action research, an immersive virtual reality learning environment - myVOR- was designed and developed to teach concepts and procedures. myVOR was developed using the Unity game engine. Depth-camera integrated Head Mounted Display was used to support the skill training of learners via intuitive gesture interaction. In the action stage, myVOR was applied to fourteen 3rd year nursing students, once a week for a month. Qualitative and quantitative data were gathered to analyse learning status and, the fluctuation among sessions concerning behaviours, attitudes, reactions. Data were collected from video recordings, myVOR logs, interviews, and an information exam. The results indicated that myVOR was sufficient to teach concepts and complex procedures. However, the learners experienced problems before adapting the used technology, and this affected their behaviours and attitudes during training. The findings of this research support the requirement for a comprehensive needs analysis before designing immersive virtual reality learning environments.
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