IMMERSIVE VIRTUAL REALITY FOR EXPERIENTIAL LEARNING

Immersive virtual reality is any computer-generated environment capable of fooling the user’s senses with a feeling of presence (being there). Two different types of hardware are usually used to access immersive virtual reality: Head Mounted Displays (HMD) or Cave Automated Virtual Environment (CAVE). Due to its ability to generate any kind of environment, either real or imaginary, immersive virtual reality can be used as a tool to deliver experiential learning, as described by Kolb (1984) in his experiential learning circle model. Such model identifies four different steps that, as part of a circle, describe the process of learning by experiencing something, these steps are: (1) concrete experience, (2) observations and reflections, (3) formulation of abstract concepts and generalization, (4) testing implications of concepts in new situations. Immersive virtual reality has been out for decades, but in spite of the big buzz around it, a large adoption of the technology has not occurred yet. One of the main barriers to adoptions is the high cost of gear needed. However, recent development in technology are pushing prices down. For instance, Google Cardboard offers a very inexpensive way to experience virtual reality through smartphones. Moreover, the price of HMD and the powerful computers needed to run virtual reality software are expected to fall as it already happened with desktop computers before. The Technology Acceptance Model (TAM), as introduced by Davis (1989), is an attempt to understand the factors behind the adoption of new technologies. In particular, this model introduces the two key concepts of (1) perceived usefulness and (2) perceived ease of use. Looking at these, the manuscript attempts to bring some light in the current state of the adoption. The findings of this study have both theoretical and managerial implications, useful both to schools and vendors. The main finding of this study is that more research is needed to understand how people learn in immersive virtual reality, and how to develop software capable of delivering experiential learning. A tighter collaboration between schools, students, manufacturers, software developers seems to be the most viable way to go

Immersive Virtual Reality in Experiential Learning - A Value Co-creation and Co-destruction Approach

Immersive Virtual Reality (later VR) has its potential in enabling learning experiences. Several studies adopt experiential learning as a key concept to understand the outcomes of VR. This study consists of two parts – the first part conducts a systematic literature review on VR experiential learning and suggests seven main dimensions for the concept identified by the existing literature: engagement, sociability, contextual information, physical sensation, interactivity, cognitions, and presence. The second part adopts a value co-creation and co-destruction approach to empirically test the construction underlying VR experiential learning. The findings indicate 33 value co-creation and 19 value co-destruction constructs contributing to the seven dimensions. The suggested seven value construct dimensions combined with our own empirical findings and the theory of experiential learning, our research results build understanding about the experiential learning in the VR context and further encourages future VR learning research to test and validate these propositions

Simulation-Based Countermeasures Towards Accident Prevention : Virtual Reality Utilization in Industrial Processes and Activities

Despite growing industrial interests in fully immersive virtual reality (VR) applications for safety countermeasures, there is scanty research on the subject in the context of accident prevention during manufacturing processes and plant maintenance activities. This dissertation aims to explore and experiment with VR for accident prevention by targeting three workplace safety countermeasures: fire evacuation drills, hazard identification and risk assessments (HIRA), and emergency preparedness and response (EPR) procedures. Drawing on the virtual reality accident causation model (VR-ACM) (i.e., 3D modelling and simulation, accident causation, and safety drills) and the fire evacuation training model, two industrial 3D simulation models were utilized for the immersive assessment and training. These were a lithium-ion battery (LIB) manufacturing factory and a gas power plant (GPP). In total, five studies (publications) were designed to demonstrate the potential of VR in accident prevention during the manufacturing processes and maintenance activities at the facility conceptual stages. Two studies were with the LIB factory simulation to identify inherent hazards and assess risks for redesigning the factory to ensure workplace safety compliance. The other three studies constituted fire hazard identifications, emergency evacuations and hazard control/mitigations during the maintenance activity in the GPP simulation. Both study models incorporated several participants individually immersed in the virtual realm to experience the accident phenomena intuitively. These participants provided feedback for assessing the research objectives. Results of the studies indicated that several inherent hazards in the LIB factory were identified and controlled/mitigated. Secondly, the GPP experiment results suggested that although the maintenance activity in the virtual realm increased the perception of presence, a statistically significant delay was recorded at the pre-movement stage due to the lack of situational safety awareness. Overall, the study demonstrates that participants immersed in a VR plant maintenance activity and manufacturing factory process simulation environments can experience real-time emergency scenarios and conditions necessary for implementing the essential safety countermeasures to prevent accidents.Vaikka kiinnostus virtuaalitodellisuuden (VR) käyttöön turvallisuuden varotoimissa teollisuudessa on kasvanut, tutkimuksia ei ole juurikaan tehty onnettomuuksien ehkäisystä valmistus- ja kunnossapitotoiminnassa. Tämän väitöskirjan tavoitteena on tutkia ja kokeilla VR:ää tapaturmien ehkäisyssä kohdistuen kolmeen työpaikan turvallisuuden varotoimeen: paloharjoitukset, riskien arvioinnit sekä hätätilanteiden valmiusmenettelyt ja toimintasuunnitelmat (EPR). Kokemuksellisessa ja uppouttavassa koulutuksessa hyödynnettiin kahta teollisuuden 3D-simulointimallia, jotka nojautuvat virtuaalitodellisuuden onnettomuuksien aiheutumismalliin (VR-ACM) (eli 3D-mallinnus- ja simulointi, onnettomuussyy- ja turvallisuuskoulutus) sekä paloharjoitusmalliin. Nämä 3D-simulointimallit ovat litiuminoniakkuja (LIB) valmistava tehdas, joka rakennettiin Visual Components 3D-simulointiohjelmistolla (versio 4.0) ja kaasuvoimala (GPP) Unrealin reaaliaikaisella pelimoottorilla (versio 4.2). Yhteensä viisi tutkimusta (julkaisua) suunniteltiin havainnollistamaan VR:n potentiaalia tapaturmien ehkäisyssä valmistusprosessin layout-suunnittelun ja tehtaan konseptivaiheissa tehtävän kunnossapidon aikana. Kaksi tutkimusta tehtiin LIB-tehdassimulaatiolla vaarojen tunnistamiseksi sekä riskien arvioimiseksi. Tutkimukset tehtiin tehtaan uudelleensuunnittelua varten, työturvallisuuden noudattamisen varmistamiseksi. Muut kolme tutkimusta käsittelevät palovaaran tunnistamista, hätäevakuointia ja riskien vähentämistä huoltotoiminnan aikana GPP-simulaatiossa. Molemmissa tutkimusmalleissa oli useita virtuaalimaailmaan uppoutuneita osallistujia, jotka saivat kokea onnettomuudet yksilöllisesti ja intuitiivisesti. Osallistujat antoivat palautetta kokeen jälkeisessä kyselyssä. Kyselyn tuloksien avulla LIB-tehtaassa tunnistettiin ja lievennettiin useita vaaroja. GPP-kokeilun tulokset viittasivat siihen, että vaikka ylläpitotoiminta virtuaalimaailmassa lisäsi teleläsnäoloa, tilastollisesti merkittävä viive kirjattiin liikettä edeltävässä vaiheessa turvallisuustietoisuuden puuteen vuoksi. Kaiken kaikkiaan tutkimus osoittaa, että VR-laitoksen kunnossapitotoimintaan ja tuotantotehtaan prosessisimulaatioympäristöihin uppoutuvat osallistujat voivat kokea reaaliaikaisia hätäskenaarioita ja olosuhteita, jotka ovat välttämättömiä olennaisten turvallisuustoimien toteuttamiseksi.fi=vertaisarvioitu|en=peerReviewed

Evaluating Augmented and Virtual Reality in Education Through a User-Centered Comparative Study

none5Augmented and virtual reality proved to be valuable solutions to convey contents in a more appealing and interac- tive way. Given the improvement of mobile and smart devices in terms of both usability and computational power, contents can be easily conveyed with a realism level never reached in the past. Despite the tremendous number of researches related with the presentation of new fascinating applications of ancient goods and artifacts augmenta- tion, few papers are focusing on the real effect these tools have on learning. Within the framework of SmartMarca project, this chapter focuses on assessing the potential of AR/VR applications specifically designed for cultural heritage. Tests have been conducted on classrooms of teenagers to whom different learning approaches served as an evaluation method about the effectiveness of using these technologies for the education process. The chapter argues on the necessity of developing new tools to enable users to become producers of contents of AR/VR experiences.openPierdicca, Roberto; Frontoni, Emanuele; Puggioni, Maria Paola; Malinverni, Eva Savina; Paolanti, MarinaPierdicca, Roberto; Frontoni, Emanuele; Puggioni, Maria Paola; Malinverni, Eva Savina; Paolanti, Marin

360° videos in education – A systematic literature review on application areas and future potentials

As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles (N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences

Implementing Virtual Reality in K-12 Classrooms: Lessons Learned from Early Adopters

Copyright © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. This is the authors' version (post-print) of an article published in Smart Education and E-Learning. This version will be available 2023.06.07 after an embargo period of 24 months .There is very little research on K-12 education outside designated research studies on how teachers use VR for learning. This study addresses gap in research by asking: How did teachers start with VR and how do they use it? We interviewed nine teachers from different primary, lower secondary, and upper secondary schools—who had one to five years of experience with VR—among the first to include VR in their teaching, making them early adopters. All schools used HDMs, but the number, brand, and model varied. VR was used to teach various subjects and topics, but mostly for a limited part of the lesson. Due to the limited number of HMDs, the teaching was often organized as stations, where the students took turns using the HMDs and working on other tasks related to the theme. This requires good planning from the teacher and a certain degree of self-regulation among the students, as the teacher’s eyes and ears are on the student(s) wearing the HMDs. The early adoption of VR sometimes encountered challenges related to technical (e.g., firewalls) or ethical issues (e.g., privacy), but some argued that for innovation to happen, it was necessary to “act first and ask later”.acceptedVersio

Exploring English as an Additional Language Students’ Perceived Engagement in and Experience of Content Vocabulary Acquisition and Retention Through Immersive Virtual Reality Games

This thesis aimed to explore whether headset-mounted display virtual reality (HMD VR) games could serve as an innovative approach to enhance content vocabulary learning and foster subject content knowledge of Years 7 and 8 Middle Eastern students. Specifically, it aimed to measure these students’ content specific vocabulary acquisition and retention, examine their perceptions of and attitudes towards VR game-based learning, and offer best practices for educational institutions that support culturally and linguistically diverse (CALD) learners

A Methodology to Produce Augmented-Reality Guided Tours in Museums for Mixed-Reality Headsets

[EN] In recent years, the use of technology in the museum context has changed radically. It has switched from the display of information to offering emotive, immersive, and rich experiences with heritage. Virtual interactive media have the potential to put museums back into a relevant place in our increasingly digital society. The emergence of augmented-reality glasses offers the possibility to test and implement new methodologies compatible with this aim. However, most of the first examples developed in recent years did not take advantage of the possibilities of this new medium. This paper presents a novel methodology for producing mixed-reality applications for museums and heritage sites, with an intuitive, immersive, and natural way of operating. An experimental prototype designed for the archaeological museum of the Almoina is shown in the paper to demonstrate the benefits of the proposed system and methodology of production. In addition, the paper shows the results of several tests.This research was founded by the Generalitat Valenciana (Grant GV/2021/181) and by the Spanish Government (Grant PID2020-117421RB-C21 funded by MCIN/AEI/10.13039/501100011033).Martí-Testón, A.; Muñoz García, A.; Solanes Galbis, JE.; Gracia Calandin, LI.; Tornero Montserrat, J. (2021). A Methodology to Produce Augmented-Reality Guided Tours in Museums for Mixed-Reality Headsets. Electronics. 10(23):1-21. https://doi.org/10.3390/electronics10232956121102