Virtual Learning Environments (VLEs) are spaces designed to educate students remotely via online platforms. Although traditional VLEs such as iSocial have shown promise in educating students, they offer limited immersion that diminishes learning effectiveness. This paper outlines a virtual reality learning environment (VRLE) over a high-speed network, which promotes educational effectiveness and efficiency via our creation of flexible content and infrastructure which meet established VLE standards with improved immersion. This paper further describes our implementation of multiple learning modules developed in High Fidelity, a "social VR" platform. Our experiment results show that the VR mode of content delivery better stimulates the generalization of lessons to the real world than non-VR lessons and provides improved immersion when compared to an equivalent desktop version.
@cite_4 presents a comprehensive review of virtual reality-based instruction research and concludes that VR environments are effective for teaching K-12 and higher education. These results are used by instructional designers to design VRLEs.
@cite_4
2024074057 2075626078 2119300480 2345646625
The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N?=?3081) in the category of games, 29 studies (N?=?2553) in the category of games, and 27 studies (N?=?2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM?=?0.77; REM?=?0.51), simulations (FEM?=?0.38; REM?=?0.41), and virtual worlds (FEM?=?0.36; REM?=?0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction. A comprehensive review of virtual reality-based instruction research.Analysis of the moderation effects of design features in a virtual environment.Using an advance statistical technique of meta-analysis to study the effects.Virtual reality environment is effective for teaching in K-12 and higher education.Results can be used by instructional designers to design the virtual environments. There has been much discussion and speculation over recent years around the benefits of Virtual Learning Environments (VLE) in Higher Education. The 2009 Ofsted Report considered VLE's and raised a number of concerns, concluding that VLEs were least effective when they had little content or were merely a dumping ground for rarely used files. A review and investigation into virtual learning environments and the reported benefits has been undertaken to understand the value these pedagogic systems provide to the students, and how this has an impact on their learning journey within the programme of study. Distance learning and engagement is addresses. Situated computing is introduced. The paper concludes that the use of a VLE, when correctly implemented, improves student performance in terms of results with a perceived correlation in terms of engagement. While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change. Science education needs to prepare students for a future world in which multiple representations are the norm and adults are required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive” pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28 students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science. We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly argumentation), how game structures affect students’ thinking, the impact of role playing on learning, and the role of the physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process, creating supports for student thinking non-existent in most inquiry-based learning environments. Virtual reality appears to be a promising and motivating platform to safely practice and rehearse social skills for children with Autism Spectrum Disorders (ASD). However, the literature to date is subject to limitations in elucidating the effectiveness of these virtual reality interventions. This study investigated the impact of a Virtual Reality Social Cognition Training to enhance social skills in children with ASD. Thirty children between the ages of 7-16 diagnosed with ASD completed 10, 1-h sessions across 5 weeks. Three primary domains were measured pre-post: emotion recognition, social attribution, attention and executive function. Results revealed improvements on measures of emotion recognition, social attribution, and executive function of analogical reasoning. These preliminary findings suggest that the use of a virtual reality platform offers an effective treatment option for improving social impairments commonly found in ASD. The VR-SCT provides an interactive and stimulating approach for children with ASD.The VR-SCT can improve social cognitive skills in children with ASD.Training improved emotion recognition, social attribution, and executive function.The training is a safe and socially non-threatening platform.