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With the introduction of in-class group-based virtual reality (VR), multiple students can interact in a single shared "metaverse". One geography-focused group VR option is the Wooorld app, available on various Meta Quest unit models. To evaluate the feasibility of group VR in a higher education geography lecture classroom, a pilot study was run for two days with a small, upper-level Urban Geography class at Arkansas Tech University in spring 2023. Using multiple wireless Meta Quest 2 headsets, the class collectively used the Wooorld app to visit 3D-rendered global downtowns. Inside the app, students saw each other's avatars and manipulated the viewing area for the rest of the class. Students completed pre/post-experience surveys, and the data suggest strong student enthusiasm for shared VR, and for Wooorld. However, some technical and physical space issues arose. While this pilot study aimed to evaluate the potential of classroom group VR via the Wooorld app, this study also considers the possibility of using group VR in future geography lecture classrooms. [ABSTRACT FROM AUTHOR]

Immersive technologies have the potential to play unique roles in the collaborative problem-solving process. To advance research in these contexts, new methods of documenting group collaboration with technology are necessary. The goal of this paper is to develop and utilize a coding scheme that enables investigation of the nature of collaborative interactions within the context of a shared virtual reality (VR) and tablet computer astronomy simulation. This multi-device environment was integrated into the laboratory learning of an undergraduate introductory astronomy course. Two exemplar groups were identified and reviewed for diversity of collaboration and technology interactions. Informed by existing coding practices for collaborative learning, these observations were then used to generate the coding scheme. Coding results reveal that task complexity contributed to an increase in diverse collaboration, and users who switched between technology platforms showed marked differences in their interactions with group members. Moments of discourse when group members were sharing the same simulation view were typically oriented around the acquisition of new knowledge and were often followed by bursts of productive discourse. We discuss the utility of our coding scheme alongside implications of this work via insight into what constitutes understanding in collaborative contexts augmented by immersive and networked technologies. [ABSTRACT FROM AUTHOR]

Scholars have suggested English classrooms with sufficient context and fun activities to increase English performance and promote learning motivation. With the rapid growth of technology-enhanced learning, virtual reality (VR) has become increasingly popular in English learning. Using VR without a well-designed learning environment, however, may not guide students to focus on the learning content to achieve the learning goals. Hence, this study proposed a self-regulated-based gamified VR learning system to trigger students to monitor their learning process to achieve their learning goals. To examine the effectiveness of the proposed system, a quasi-experiment was conducted in a middle school in China involving three groups: students who adopted the self-regulated-based gamified VR system, students who learned with the gamified VR system, and those who learned with a conventional VR system. The results showed that the self-regulated-based gamified VR system significantly improved the students' English learning performance regarding their English vocabulary and speaking, self-regulation, learning motivation, learning attitudes, and meta-cognition tendency. Moreover, their reflections on the self-regulated-based gamified VR system were revealed and discussed. [ABSTRACT FROM AUTHOR]

Tennis elbow, known as lateral epicondylitis in medical terms, which affects the daily life function of most patients. Many patients are becoming less willing to practice traditional rehabilitation due to time and space constraints and the need to go to the hospital for rehabilitation. In this study, the concept of user experience, and the remote therapy model were used to design a virtual reality interactive game system which incorporated lateral epicondylitis exercise rehabilitation knowledge on user learning. The usability of this system was evaluated by a digital content instructor and a rehabilitation practitioner before being put into practice to test the user experience. The system could provide four rehabilitation modes for the user to choose from, with the guidance of a virtual physiotherapist or therapist, to achieve optimal results. This study found that virtual reality provided good interaction satisfaction for the users, but that a long operation time or too much information might bring users the feeling of troublesome. The integration of digital information content and control on the length of operation time were important factors when designing this kind of games. [ABSTRACT FROM AUTHOR]

We designed a microbial science popularization product based on virtual reality technology, "Micro World – Exploring the Microbial Kingdom," and conducted usability tests. Participants used head-mounted VR glasses to experience virtual scenarios teaching microbiological knowledge. The product's user experience was evaluated through a User Experience Questionnaire (UEQ), and the results showed that our product provided both usefulness and enjoyment. In addition, the quality of participants' relevant knowledge acquisition was measured using the Student Education of Educational Quality (SEEQ). The SEEQ results show that "Micro World" is an effective tool for popularizing microbiology science and can actively promote students' independent learning and improve learning quality. [ABSTRACT FROM AUTHOR]

A review of the literature shows that much academic effort has been expended studying information system usage and information technology adoption. However, these theories/models based on psychological research are not specific to the virtual reality context and may not fully capture the nature of virtual reality-based learning system (VR-BLS) usage behavior in the virtual environment. Given the limited utility of existing theories/models, this study aims to build a theoretical model and to validate the psychological and physiological effects of using VR-BLSs. To explore students' usage intentions, this study integrates the extended unified theory of acceptance and use of technology (UTAUT2), representing the psychological effects, and the perceived physiological vulnerability to IT usage (PPVITU), representing the physiological effects. We empirically examine the research model using a cross-sectional survey, collecting data from a sample of 352 students, and utilizing partial least squares (PLS) for the analysis. Our findings show that the behavioral intention to use VR-BLSs is determined by performance expectancy, social influence, and facilitating conditions. Moreover, PPVITU negatively moderates the association between social influence and the behavioral intention to use VR-BLSs. The results of this study enhance our understanding of the relationship between students' VR-BLS usage behavior and VR-based education. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) has been shown to induce excessive affective processing, which in turn impacts the learning process and learning outcomes. Therefore, a better understanding of emotional dynamics and how emotions are instigated while learning with VR is needed. For this purpose, the students learning process with a VR simulation was captured using continuous measurement of facial expressions. In addition, personality traits and self-regulated emotion (SRE) characteristics were examined. The findings suggest that overall, joy was the most predominant emotion expressed by students, while intraindividual components of personality traits and SRE strategies were associated with negative emotional expressions. Specifically, students with high conscientiousness or agreeableness personality traits tended to experience less anger and/or sadness. In addition, the findings demonstrate that the experience of these negative emotions was mediated by the SRE strategies of reappraisal and suppression, implying a mechanism of emotional engagement while learning with VR. This suggests that while individual personality traits are relatively stable and immutable, SRE preferences can be supported as part of the VR instructional design and scaffolding. Future studies should explore how students' emotion regulation preferences can be supported to benefit their emotional experiences while learning. [ABSTRACT FROM AUTHOR]

In language learning, it is important to foster students' computational thinking and improve their skills of building arguments and dialectical structure, teamwork, and decision accuracy. This is especially so in English language courses which aim to promote students' cultural learning interest, creative thinking, and oral presentation. Collaborative argument mapping is an appropriate strategy to elicit those objectives. However, in the emergency distance learning (EDL) context, when online instruction lacks real-world learning and face-to-face interaction, it is challenging to teach units on cultural issues in authentic contexts. Therefore, in this study, the virtual reality-based collaborative argument mapping approach was developed to address this problem. A quasi-experiment was designed with a total of 45 EFL (English as a Foreign Language) students. The experimental result showed that the virtual reality-based collaborative argument mapping approach (VR-CAM) improved the students' English oral presentation more than did the non-virtual reality-based collaborative argument mapping approach (non-VR-CAM). Although the VR-CAM group scored higher than the non-VR-CAM group on cultural learning interest, the two groups did not significantly differ. Furthermore, in the computational and creative thinking aspects, students who learned with VR-CAM performed significantly better than those who learned with non-VR-CAM over time. [ABSTRACT FROM AUTHOR]

The current mixed-methods study aimed at incorporating a virtual reality (VR) tool (i.e. Google Expeditions) into the writing process of Iranian English as a foreign language (EFL) learners, examining its impact on their writing motivation and performance. To that end, 42 EFL learners were randomly assigned to experimental and control groups, exploring their favorite places in the world with and without Google Expeditions, respectively. Independent-samples t-tests and paired-samples t-tests were run to investigate the participants' writing motivation as well as their performance on the pretest and posttest. As the quantitative results demonstrated, the experimental group significantly outscored the control group in both writing motivation and overall writing performance at the end of the experiment. Semi-structured interviews were conducted to investigate the participants' attitudes toward Google Expeditions, casting further light on the initial quantitative findings. Thematic analysis of the qualitative data lent support to the contribution of this VR tool toward boosting the participants' confidence, general knowledge, and autonomy on the one hand and reducing distraction and anxiety on the other. Implications are discussed and future research avenues are outlined. [ABSTRACT FROM AUTHOR]

This study aimed to comparatively evaluate the quality of experience and satisfaction of tourists using virtual reality (VR) and less immersive technologies. Visitors to the Hainan Provincial Museum in Haikou City were introduced to interactive cultural exhibitions of ethnic heritage. They were then invited to participate in a VR experience of building a boat-shaped house, a traditional construction of the Li ethnic group. Those who agreed to participate formed the intervention group (n = 177), while the rest were the control group (n = 235). All participants were surveyed and measured for the quality of experience, satisfaction, and loyalty. The results of the survey showed that intervention group participants reported significantly higher levels of experiential satisfaction and loyalty intention. At the same time, differences in the quality of experience were not statistically significant overall. [ABSTRACT FROM AUTHOR]

Due to globalization, emerging technologies, and the knowledge economy, there has been a growing emphasis on students having global competencies and perspectives to succeed in an increasingly interconnected world. On the other hand, a variety of technologies have been adopted for inquiry-based learning (IBL) activities. An interactive e-book environment can provide an interface with multimedia for promoting meaningful learning. Virtual reality (VR) can support situated learning by placing learners in an interactive realistic-like environment for promoting student learning. The sense of presence in the environment enhances motivational variables, thereby impacting learning achievements. However, rare exploratory research methods have been used to investigate the sense of presence and academic performance, representing a significant research gap. Thus, we designed a VR-assisted inquiry-based learning (VR-IBL) approach to enhance students' learning. Furthermore, a quasi-experimental design setting was carried out to investigate the influences of the implemented approach on students' learning effectiveness, compared to an e-book-assisted inquiry-based learning (eB-IBL) approach. The experimental results evidenced that the VR-IBL approach significantly improved the students' science learning achievements and enhanced their sense of presence; moreover, the VR-IBL approach benefited the global perspectives of the students with initial moderate and low global perspectives. This could be a good reference for utilizing VR technology in education. [ABSTRACT FROM AUTHOR]

Virtual and Augmented Reality technologies have emerged as promising tools in the education sector, offering new possibilities for immersive learning experiences. Many researchers have focused their research on examining the potential of these technologies in education from different perspectives. However, it was discovered that there are research gaps in current systematic reviews regarding the examination of the impact of Virtual, Augmented Reality and Learning Analytics utilization on various types of learners and educators across different educational systems, including K-12 Education, Higher Education, Vocational, and Industrial Training, in addition to the educational systems' research tendencies and their adoption of these technologies. Therefore, our study aims to address these gaps by searching various studies in Google Scholar, Scopus, and the IEEE Xplore databases. By following the PRISMA protocol, 150 research papers were selected for analysis, and our findings show that improving motivation and attention, improving learners' understanding & performance, and increasing knowledge retention are the most significant impacts on all types of learners. For educators, we found that these technologies have a prominent effect on assisting educators in teaching and training and reducing the burden. Furthermore, we discovered that Higher Education and Augmented Reality were the dominant educational system and the technology type in the selected studies. We also found that most Virtual and Augmented reality researchers preferred to use questionnaires and online surveys for data collection. We further identified that analyzing learners' traces when interacting with Virtual and Augmented Reality applications can improve learners' performance and learning experience. Our review offers valuable insights into how integrating these technologies with Learning Analytics can benefit learners and educators and how educational institutions and industrial organizations can take advantage of adopting these technologies. [ABSTRACT FROM AUTHOR]

Design thinking and virtual reality continue to infiltrate the K-12 landscape, with incredible promise for fostering deeper engagement with content. Design thinking in particular embodies maker education's beliefs in learning through building, but with the added caveat of solving real-world problems with the consideration of others' perspectives. For leveraging the benefits of design thinking, understanding the perspective of the other person can be crucial. In this phenomenological study, thirteen high school students participated in a Design Thinking class which used two different media— one immersive virtual reality video, and one non-immersive traditional documentary— as a means to kickstart the design thinking process. Results showed that the traditional documentary allowed students to brainstorm problems to solve, while a more immersive media evoked stronger feelings in students and prompted more action; both media appear to help gain perspective. This research provides implications on how media immersion influences problem solving with design thinking. [ABSTRACT FROM AUTHOR]

Among the numerous fields permeated by Virtual Reality (VR), this review focuses on education and specifically, engineering education. VR allows engineering students to safely and cost-efficiently experience realistic yet simulated environments otherwise inaccessible, costly and/or dangerous. The feelings of presence and immersion generated by VR help motivate and engage students both in the theoretic and the hands-on laboratory parts of their studies. In this systematic review, 104 journal publications are selected and analyzed to cover research questions along five major axes (VR popularity; VR technology; VR-based intervention features; educational methods and assessment of learning outcomes; open research issues). Results reveal an increasing interest in this field, with equal usage of 2D and 3D VR systems. Active and experiential learning methods dominate on the pedagogical axis and aim to develop cognitive and metacognitive skills. Positive effects of VR on student learning across multiple domains verify the potential of VR to improve engineering education. [ABSTRACT FROM AUTHOR]

The pressing urgency of climate change calls for advancements in the way it is communicated. One communication option is the use of virtual reality (VR). The current research comprised two pilot studies to develop and test a virtual environment depicting proximal effects of climate change regarding the participant's location. In both studies, an experimental design was employed and showed the environment to significantly affect psychological distancing (PD), response efficacy, risk perception, perceived responsibility, knowledge, and emotions, as well as behavioural intentions related to reducing meat consumption, food wastage, paper use, and plastic use from pre- to post-test. Changes to most of these variables occurred in both VR and desktop conditions, yet some were in VR only. However, when controlling for pre-test scores, post-test scores across the conditions were similar. Nonetheless, VR participants reported greater immersion, presence, emotion, engagement, and usability than desktop participants and were significantly more likely to demonstrate environmentally protective behaviour in an observation task. Qualitative analyses provided insight into participants' thoughts and feelings, as well as suggestions for improving the intervention. Overall, findings suggest that the intervention, especially when experienced through VR, is effective at facilitating both the cognitive and affective variables necessary for change in behavioural intentions. [ABSTRACT FROM AUTHOR]

Background: With the technological landscape in education shifting rapidly, Virtual Reality presents a novel approach to practical skill development, particularly in mechanical engineering. This study explores the potential of Virtual Reality to enhance the learning of specific mechanical skills, such as Mechanical Skills, which are crucial in the increasingly automated industry. The main objective of this research was to assess the effectiveness of Virtual Reality technology in teaching mechanical skills compared to traditional hands-on methods. The study employed a quasi-experimental design involving 100 mechanical engineering students from two universities. Using conventional training methods, which included [insert specific methods], participants were randomly assigned to a VIRTUAL REALITY training group and a control group. Both groups were tested on their ability to perform specific mechanical tasks, such as [insert specific tasks], before and after the training sessions. The Virtual Reality group demonstrated a statistically significant improvement in performance accuracy and speed compared to the control group. Poststudy surveys also indicated higher satisfaction and engagement levels among the Virtual Reality group. The findings suggest that Virtual Reality technology can significantly enhance the learning of mechanical skills, offering a more effective and engaging approach than traditional methods. The potential of Virtual Reality to revolutionize mechanical engineering education is inspiring, offering a new and exciting way to teach and acquire practical skills. [ABSTRACT FROM AUTHOR]

High-immersion virtual reality (HiVR) attracts increasing attention among language learning researchers because of its potential to enhance language learning. Prior studies focused mainly on HiVR and linguistic knowledge acquisition, and little is known about HiVR and emotions in language learning. Foreign language speaking anxiety (FLSA) is a common emotion that inhibits language learning and use, so it is important to explore approaches to alleviate it. This study investigated the potential use of HiVR for coping with FLSA in which 140 Chinese EFL learners were randomly assigned to four groups (35 students each) with a different combination of learning environments (HiVR or classroom) and learning principles (situated learning or teacher-centred learning). Students' pre- and post-test of FLSA levels within and among four groups were compared via t -tests and ANOVA. Participants' descriptions of FLSA change and perceptions of the effects of HiVR on FLSA were integrated with quantitative results for analysis. The integration of analysis showed that although most students perceived HiVR as a useful tool for alleviating FLSA, it is difficult for them to apply the reduced anxiety experienced in HiVR to real-life situations. The statistical results also showed that HiVR did not influence students' real-life FLSA significantly. Most participants reported that HiVR offered them an authentic environment and enjoyable learning activities, which engaged them in learning, but the use of avatars in HiVR sometimes created an obstacle to communication. Implications for using HiVR technology to enhance foreign language learning are provided. [ABSTRACT FROM AUTHOR]

The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment. This particular technology was selected for the study because it was expected to bring multiple pedagogical benefits to future foreign language learning classrooms, such as contextualized learning, increased learner motivation and interest, and enhanced interaction and communicative skill training. The study employed in-depth qualitative analysis. Data (lesson plans, screen recordings of microteaching episodes, and reflection papers) were collected from one preservice teacher training course and one in-service teacher training course at a Korean university. The study found a large gap between pre- and in-service teacher performance and identified the sources of the differences based on qualitative data analysis. The results showed that not only teachers' technological knowledge but also their pedagogical knowledge of the use of technology and confidence in teaching affected technology integration. As technology integration has become more important in language education, the current study provided insight into how to better prepare teachers for future learners. [ABSTRACT FROM AUTHOR]

This research aims to investigate the correlation between the academic performance of migrant students and their cultural integration within the context of international education. Additionally, it seeks to identify an optimal acculturation strategy that enhances the academic outcomes of migrant students and explores the influence of VR technology-based learning on acculturation and academic performance. The study conducted an online survey among 1032 participants from China, Vietnam, Mongolia, Turkmenistan (studying at RUDN University in Moscow, Russian Federation), and Uzbekistan, Tajikistan, Turkmenistan (studying at Kazan (Volga Region) Federal University in Yelabuga, Russian Federation), forming the primary sample (N = 400). The research utilized Berry's 2D acculturation model (2005) and Schwartz's questionnaire (1992) to assess acculturation strategies. A virtual reality experiment involved 100 students using Oculus Rift and Rhino-Unity technology. Academic performance, acculturation, and stress levels were measured post-virtual excursions. The SL-ASIA (26-item) and ILS (31-item) surveys assessed acculturation levels and stress. The research identified integration as the most effective acculturation strategy (35%), fostering improved academic performance, expanded cultural boundaries, and the development of global cultural capital. Analyzing the relationship between academic performance and acculturation tendencies revealed that the majority of students with "Excellent" (49%) and "Good" (59%) grades exhibited a high level of integration. Those with "Satisfactory" grades showed a tendency towards marginalization (32%). In the realm of cultural education through virtual reality technology, the study demonstrated that immersive VR learning environments can enhance academic performance, reduce psychological and acculturation stress, and multiply adaptive resources essential for acculturation in a new culture. Although the abstract highlights the research objectives, it requires modification for grammatical correctness. Additionally, the methodology for data collection and analysis needs to be explicitly mentioned for clarity. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students' acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students' attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students' initial expectations matched their experiences, their perceptions of the technology's usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education. [ABSTRACT FROM AUTHOR]

This study aims to determine how the use of virtual reality impacts physics students, their knowledge, and the quality of training. The study involved 116 students aged 17–19. The main purpose is to explore the effect that VR technology has on students' knowledge and motivation. As per usual, the students were divided into two research groups: experimental and control. Physics students (experimental group) used virtual reality in learning, while radiophysics students (control group) followed the standard educational program. The results obtained upon completion of the training have confirmed that VR technology can effectively improve learning quality and increase student motivation. [ABSTRACT FROM AUTHOR]

Given that project-based learning (PjBL) allows for hands-on application in realistic contexts and that immersive virtual reality (iVR) allows learners to interact with multiple modalities of information and immerse in a real-world English environment, this study investigates how incorporating iVR technology into PjBL contexts affects students' oral English skill and engagement. A total of 80 business English majors enrolled in a course named Hotel English were assigned randomly to one of four groups: traditional, PjBL, iVR, and PjVR (iVR-assisted PjBL). Students in the PjVR group were to create VR videos to finish the projects while those in the PjBL group participated in a PjBL context in the classroom but without the use of iVR technology. The traditional group students followed the traditional PPP (presentation, practice, and production) instructional procedures in the classroom while the iVR group students also followed the PPP procedures but with the iVR technology to support in practice part. After the intervention, all the students took a post-oral English test and completed a students' engagement questionnaire. The results showed that the oral English skill of the PjVR group students significantly outperformed the other 3 groups and the students' skills of grammar and vocabulary, discourse management, pronunciation, and interactive communication all improved significantly while their behavioral, affective, cognitive, and social engagement also improved a lot. The implications of these findings highlight the importance of immersing language learners in immersive environments for contextualized learning by combining iVR and PjBL. [ABSTRACT FROM AUTHOR]

The use of immersive virtual reality (iVR) technology creates an infinite set of possibilities for language learners both inside and outside the traditional classroom setting. In contributing a deeper understanding of language education with iVR, the present study explored how low-proficiency level English learners perceived iVR and how iVR benefited language learning. This mixed-method study included qualitative data (screen and in-class recordings, post-interviews) and quantitative data (pre-and posttests, post-surveys). Twenty-five 4th graders in a Korean elementary school participated in this study and the study explored their language learning experiences with an iVR platform, Immerse. Findings showed that the students perceived the activities in iVR as motivating, enjoyable, and useful for learning English. Specifically, the current study investigated students' behavioral, affective, and cognitive engagement. The results showed that the iVR learning environment had a positive impact on students' engagement in all three dimensions. The pre- and post-test results indicated that learning outcomes were significantly enhanced after the iVR sessions. The study suggests pedagogical implications to effectively utilize iVR technology for language learning based on the results. [ABSTRACT FROM AUTHOR]

Online collaborative learning for developing English writing skills has been widely recognised for decades as a key approach to enhancing students' learning achievement and experiences through technology. However, it is generally oneway learning. Therefore, the virtual team concept has recently been applied to online learning and teaching to raise the level of two-way interaction between a teacher and students. This research explored the experiences of a group of secondyear English majors collaborating online as a virtual team during writing instruction. Google Docs was the synchronous online platform deployed in this study. Data from six participants in semi-structured interviews were studied qualitatively using a phenomenological analysis method. The findings revealed the students' perceptions of opportunities in the online environment, the collaborative learning environment, knowledge construction, preference for group activities, collaborative activities, teacher feedback, and accessibility (including pressure and communication). Difficulties with grouping, monopolisation, time arrangement, free-rider effects, familiarisation and communication, emerged from the interviews. Factors related to social interaction, usability, prior experience with computermediated communication, technology, and support for learners were found in this study. We conclude with the disagreement of the students' voices regarding their experience and learning with the Google Docs application, suggesting the need for further development. [ABSTRACT FROM AUTHOR]

This study presents a comparative analysis of Open-Source Software networking libraries for the Unity 3D engine in developing Virtual Reality applications for higher education. The performance of three OSS libraries--Mirror, FishNet, and Netcode--against the commercial Photon Fusion was evaluated. Performance measurements such as user capacity, performance and cross-platform capability were used as comparison. While Photon Fusion excels in performance compared to other OSS libraries, alternatives like FishNet present a cost-effective and customizable option, ideal for educational settings with particular needs or constrained budgets. The result of this study assists in selecting suitable networking solutions for VR educational applications, promoting their broader adoption in learning environments. [ABSTRACT FROM AUTHOR]

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Experimental learning is one kind of contextual learning, which places learners in a variety of virtual or real contexts to acquire knowledge, gain ability and experience, and generates emotion through experiencing and perceiving, communicating and exploring, and self-reflecting. Applying VR technology to experiential learning involves both technology and teaching. Based on the Learning Pyramid, Constructivist Learning Theory, and the characteristics of virtual technology, this study proposes a theoretical model of virtual reality experiential learning, which takes the international business negotiation scene as an example and employs such software as 3Ds Max and VR-platform to implement an experiential learning context. It is found that, compared with traditional teaching, this learning context has effectively increased the learners' memorization and understanding ability, their interest and motivation in learning, enhanced their learning experience and improved the learning effects. This study not only provides a theoretical framework for and verifies the promotion effect of virtual technology on learners but also enriches the research examples of virtual reality experiential learning, which has certain theoretical value and practical significance. [ABSTRACT FROM AUTHOR]

With the large number of online courses currently available, learners may have difficulty choosing the appropriate course, so online education institutions have launched a free trial marketing approach. The factors influencing learners' continuous usage of online courses in the mode of course trial have become a prominent and meaningful topic. Online education platforms have also introduced a series of virtual management services for online learning through online communication media, but their effectiveness has not been fully studied. Based on the updated DeLone and McLean information systems success model (D&M model), this study investigated the impact of the online course content and learning platform on learners' continuous usage of online courses and the mediating mechanism, as well as explored the moderating role of virtual management. The empirical study (N = 371) showed that online course content matching (demand matching, ability matching) and perceived learning platform characteristics (perceived vividness, perceived ease of use) positively influenced continuous usage through satisfaction, and virtual management had a significant inverted U-shaped moderating effect. [ABSTRACT FROM AUTHOR]

This paper examines the dynamic intersection of interactive learning approaches and technology integration within contemporary education. As technology rapidly evolves, it fundamentally reshapes pedagogical practices by introducing innovative tools and strategies that redefine the teaching and learning landscape. We investigated the pivotal roles of Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), in crafting immersive educational experiences. Additionally, interactive learning methodologies, such as game-based learning and the Learning by Asking (LBA) system, are scrutinized for their potential to engage learners and foster their skill acquisition. Furthermore, the emergence of competency-based education (CBE) models is analyzed in response to evolving educational objectives, emphasizing the cultivation of practical skills, problem-solving abilities, and commitment to lifelong learning. Nevertheless, the successful integration of these advancements encounters formidable challenges, including institutional barriers and the imperative need for comprehensive teacher training. This review illuminates the transformative potential of technology in education and underscores educators’ pivotal role in equipping learners for an increasingly dynamic and uncertain future. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify factors that affect the adoption of a virtual reality (VR) technology among parents of adults with autism spectrum disorder (ASD). The study sought to learn what might increase adoption of VR technology among other parents of individuals with ASD. The study employed interviews, focus groups, and observation to collect data. The findings of the study identified factors that positively/negatively affected the parents' decision to adopt VR technology with their children. To increase the adoption of VR by other parents of individuals with ASD, parents suggested that understanding of VR learning applications needs to increase, more teachers should be trained to use VR and there should be greater exposure to VR in schools and at home. The findings of this study may help eliminate concerns about using VR technology as a therapy for ASD individuals and encourage more parents, teachers, and other stakeholders to adopt it. [ABSTRACT FROM AUTHOR]

Due to its ability to transcend the confines of a physical classroom, virtual reality (VR) technology has become a potent tool in the revolution of established educational paradigms. The revolutionary potential of virtual reality (VR) in education is examined in this paper, with particular attention to how it may produce immersive and captivating learning environments that go beyond traditional classroom boundaries. Virtual reality (VR) allows students to engage with difficult ideas, historical events, and scientific phenomena in ways that were not possible before by submerging them in virtual settings. Students can develop a lifetime love of learning, strengthen their comprehension, and develop critical thinking abilities through experiential learning and simulation-based learning. Additionally, virtual reality (VR) enables customized learning experiences based on each student's needs, fostering accessibility and inclusion for a range of learners. The technical infrastructure, content creation, and teacher preparation are some of the practical issues and difficulties that this study looks at when incorporating VR into educational settings. Every educator, from elementary schools to universities, may discover the enchantment of virtual reality in education through first-hand accounts and innovative research. Virtual reality (VR) turns abstract ideas into concrete experiences that pique students' curiosity and ignite their imagination by transporting them to far-off places, historical eras, and microscopic worlds. Virtual reality (VR) enables students of all backgrounds and skill levels, so it's more than simply immersive fun. It makes access obstacles disappear and provides individualized learning pathways so that every student can succeed in their academic endeavors. However, incorporating virtual reality (VR) into the classroom ethically and inclusively presents a unique set of challenges, ranging from technological obstacles to ethical issues. In the future, virtual reality will serve as both a tool and a doorway to a world of limitless educational opportunities. VR adoption tactics can also be discussed, including how to get over issues like restricted access to technology and worries about user comfort and safety. The advantages of using virtual reality in educational contexts are examined in this research. To begin with, virtual reality (VR) makes experiential learning easier by enabling students to interact hands-on with difficult subjects, which improves understanding and retention. Second, virtual reality (VR) breaks down geographical barriers, allowing students to investigate far-off places, historical occurrences, and scientific phenomena all from inside the classroom. This widens viewpoints and encourages curiosity. Virtual reality (VR) may also support a variety of learning methods by providing experiences that can be customized to meet the needs of each user. Additionally, by encouraging teamwork and problem-solving skills through multiplayer experiences, it improves collaboration and communication skills. In addition, virtual reality simulations offer a secure setting for students to hone their abilities in disciplines like engineering, medicine, and aviation, so augmenting their proficiency and self-assurance. All things considered, incorporating VR into the classroom promises to enhance the educational process, foster critical thinking, and better equip students for the problems of the future. [ABSTRACT FROM AUTHOR]

STEM-education has become an important phenomenon changing the paradigm of education system. Developing STEM-education, makes it possible to respond to the existing and future challenges. The aim of the research was to evaluate the role of innovative techniques in development of STEM-education and to present the effective organization of STEM-based curriculum within the Ukrainian educational institutions. To answer the research questions, we applied qualitative research methodology (face-to-face interviews, observations, close-ended survey, written reports analysis) and the experts' assessment to validate the quality and relevance of the findings. The results showed that a number of innovative techniques are applied, including project-based learning, inquiry-based learning, case-study, collaborative learning, peer learning, simulations, gamification, distance learning, blended learning, artificial intelligence supported teaching and Virtual Reality. Innovative techniques bring certain advantages for STEM-education and enhance the process of training of future STEM professionals. At the same time, it was found that the use of innovative techniques positively affects the development of STEM-education in Ukraine and helps to overcome the existing challenges such as improvement of STEM-based curriculum, reduction of costs and increasing the access to education, making the educational process more interactive, organization of professional development for instructors and prepare students to solve real-world tasks. [ABSTRACT FROM AUTHOR]

Immersive learning technologies offer K–12 English learners simulated contexts for language acquisition through virtual interactions, influencing learner attitudes and enhancing cross-curricular skills. While past literature reviews have explored learners' English skills and emotions, few have delved into the learning effectiveness of immersive technologies for K–12 students. This systematic review analyzed 33 studies from 2012 to 2021, focusing on research designs, the role of immersive technologies in English learning, and the theoretical underpinnings of these studies. Results highlight the methods used to gauge learning effectiveness, the ways immersive technologies bolster learners' attitudes and skills, and a noticeable gap in theoretical grounding. Recommendations for future research are provided. [ABSTRACT FROM AUTHOR]

The integration of Virtual Reality (VR) technologies into education holds immense promise. Virtual Reality has the potential of providing an immersive and interactive learning experience, thus allowing students to engage with educational content in a more meaningful way. As it can be customized and developed for different purposes, VR can be integrated into almost all the school subjects. However, it is marked by its unique set of obstacles or challenges such as high prices of the devices, lack of software, limited usability, lack of competence of teachers etc. This study is mainly centered on the research interest of understanding how teachers apply VR technologies in their educational practices. The study delves into the experiences of teachers who participated in a survey. The survey was administered between September 2023 and November 2023, to 103 teachers from diverse educational backgrounds. The results were analyzed by using SPSS and MAXQDA software. Through their responses, the key findings that shed light on the integration, benefits, and challenges of VR technologies in education are provided in the current study. [ABSTRACT FROM AUTHOR]

The article explores the transformative potential of virtual reality (VR) in education, particularly within juvenile justice centers. It highlights the use of VR to foster critical civic empathy among incarcerated youth, despite challenges like systemic racism and isolation. Topics include VR's role in educational innovation, empathetic learning experiences, and societal transformation through immersive technology.

Social-emotional deficits in school-aged children diagnosed with autism spectrum disorder (ASD) greatly hinder these children from fully participating in various school activities in the inclusive education setting. Previous studies have demonstrated evidence regarding the effectiveness of using virtual reality (VR) for enhancing the children's affective expression and social reciprocity. However, considering the technical and logistical complexity of the enabling hardware and software systems, how such approaches can be effectively and sustainably delivered in the school setting remains underexplored. This paper presents a study that utilised VR headsets to enhance affective expression and social reciprocity for children with ASD and explored how the approach could be effectively and sustainably delivered at schools. A total of eight VR learning scenarios were designed based on Kolb's experiential learning framework. 176 children aged 6–12 with a clinical diagnosis of ASD participated in the study. The statistical analyses showed that the participants who received the intervention significantly improved in affective expression and social reciprocity, compared to those who were in the control group. Moreover, the approaches to enhance long-term sustainability have also been presented and discussed in this paper. [ABSTRACT FROM AUTHOR]

In this study, the implementation of experiential learning integrated with virtual reality (VR) technology in teacher education was investigated. The study involved 29 pre-service teachers selected through purposive sampling for its case study design. Within the study, the participants first received an informative training session on experiential learning theory and VR technologies. Subsequently, they engaged with two different scenarios, each offering three degrees of freedom, using cardboard VR glasses. This process aligned with the stages of Kolb's Experiential Learning Theory, encompassing concrete experience, reflective observation, abstract conceptualization, and active experimentation. Data collection employed semi-structured interviews, metaphor analysis, and unstructured researcher observations. The data were then analyzed using content analysis techniques. The results revealed that 19 pre-service teachers encountered VR technology for the first time, whereas 7 had previously experienced VR only for gaming purposes. None of the participants had prior experience using VR technology for educational purposes. Participants generally responded positively to the VR-integrated experiential learning implementation, finding it engaging. VR appears to hold potential for widespread use in education, particularly during challenging periods like pandemics. Additionally, VR could prove effective in adapting instruction to individual differences and fostering inclusive education. The potential benefits of integrating VR technology into teacher education programs were highlighted. However, the frequent citation of unequal technology access by participants was noted as a disadvantage. This criticism, rather than targeting the VR-integrated experiential learning practice itself, underscores socioeconomic barriers that may hinder its widespread adoption. [ABSTRACT FROM AUTHOR]

This paper presents a new art metaverse prototype, constructed using virtual reality technology to create an immersive scene with a specific artistic style and integrate virtual avatar technology to allow interaction with characters in the art painting. Ninety-six college students participated in the study, divided into two groups: the virtual reality group (N = 48), who explored the art metaverse, and the computer group (N = 48), who engaged in traditional art appreciation by viewing artworks on a screen. Both groups then participated in art painting activities. The results showed that the virtual reality group experienced a significantly more positive impact on their art attitude compared to the computer group. Furthermore, EEG attention monitoring revealed that during the art painting activity following the art appreciation activity, the virtual reality group demonstrated significantly higher attention levels than the computer group. This study highlights the potential of virtual reality technology to enhance art appreciation and provides valuable insights for the future development of virtual reality metaverses. [ABSTRACT FROM AUTHOR]

Organic chemistry, also known as stereochemistry, is a subject considered to be notably complex for students to understand. Knowledge construction in stereochemistry might demand the ability to imagine or visualise the distribution of atoms. For students with insufficient spatial ability, this could be confusing. This study aimed to explore empirically students and teachers' experiences regarding the opportunities and challenges they encountered when using virtual reality (VR) and augmented reality (AR) technologies to teach and learn stereochemistry, as well as how these technologies might support students' spatial ability and 21st-century skills in K-12 education by participating in virtual lab environments. Using design-based research methods, an exploratory study based on the utilization of immersive technologies was designed and carried out with three groups in Grade 8. Two researchers observed the activities that were implemented, after which the participating students answered a qualitative survey about how these technologies and the specific teaching design might support their understanding of molecules in 3D space. The schoolteacher was interviewed afterwards, and she shared her motives and goals (e.g., what she sought to achieve) by using the technologies in her teaching. The results show that the students had a positive experience in their learning of chemistry through immersive realities, increased motivation to learn the subject, and their test results improved slightly. However, it is essential for a teacher to possess technological know-how regarding VR and AR to achieve the intended goals. The findings highlight the added value of these immersive technologies by enhancing students' learning processes and the central role of the teacher as a designer and technological leader of the group. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) technology significantly impacted educational institutions, and AI application in education brought new perspectives to develop improved technology-enhanced learning systems. Recently, novel approaches in technology-enabled learning utilizing virtual reality (VR) instead of traditional multimedia materials, digital learning games, and educational software. The use of VR technologies in language education improves creativity, interactivity, collaboration, problem-solving, and active knowledge building. In addition, the benefits of using VR in language education extend to lower elementary grades. Young learners can greatly benefit from the immersive and engaging nature of VR technology when learning English. By incorporating VR into English education, students in these grades can experience a more interactive and stimulating learning environment. This study examined which constructs affect students' continuous use of VR by applying the Technology Acceptance Theory (TAM) theory and explored whether and how VR can improve students' abilities to learn English compared to voice-video-based oral communications. The results have academic and practical implications, as they provide guidance for a rigorous aspect of technology-enhanced learning and demonstrate strong evidence that VR is more effective than traditional education methods. This supports educators and researchers in developing VR materials and activities. This study emphasized the advantages and potentials of VR in language education. [ABSTRACT FROM AUTHOR]

First-year engineering students show difficulties in connecting basic vector algebra with manipulations using the graphical representation. Experiencing vectors in real applications can improve the process of learning vectors. Thus, we introduce a unique approach for using digital technologies, namely augmented reality. We utilized a video see-through head-mounted display to develop a vector manipulation tool enabling users to select and place virtual vectors in the real environment. The aim was to see how students react when experiencing vectors in augmented reality. After using the prototype, students answered a questionnaire about this experience. Results show that students experiences are positive and they are motivated to use the prototype in the course. Further, we investigated opinions about vector concepts from students in the trial group and other students attending the same course in vector algebra. The results indicate some differences in what students spontaneously associate with the concept vectors. Moreover, this study provides insights into how such investigations can be elaborated in the future. [ABSTRACT FROM AUTHOR]

A detailed study of pre-service teachers at the Federal College of Education in Abeokuta examines their collaborative skills and virtual team teaching issues. The major goal is to determine how virtual team teaching affects pre-service teachers' ability to collaborate and navigate its complexities. The study aims to show how virtual team teaching affects pre-service teachers' problems and collaboration. The underlying hypothesis posits that participants engaged in virtual team teaching will exhibit heightened levels of collaboration and critical thinking skills compared to their counterparts employing conventional teaching methods. To accumulate robust empirical evidence, a meticulous 20-item Likert scale questionnaire was judiciously administered to a representative sample of pre-service teachers at the Federal College of Education Abeokuta. The questionnaire methodically gauged participants' perceptions regarding the influence of virtual team teaching on collaborative skills and the challenges encountered. In the subsequent analytical phase, the data underwent rigorous scrutiny using descriptive statistics, meticulously assessing the levels of agreement with each questionnaire item. This study's discerning discoveries make a substantial scientific contribution, propelling our knowledge of how virtual team teaching molds pre-service teachers' collaboration skills and navigates challenges. Rooted in scientific rigor, these insights bear potential significance for educational institutions and teacher education programs. They furnish a nuanced understanding of the efficacy of virtual team teaching as a transformative pedagogical approach, offering valuable guidance for the optimization of pre-service teachers' skills to meet the evolving demands of the modern educational landscape. [ABSTRACT FROM AUTHOR]

Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students' views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit "Sun System and Eclipses" for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively. Therefore, it is expected that the results of this research will lead to the creation and implementation of three-dimensional virtual reality learning environments related to various subjects and levels of science teaching. [ABSTRACT FROM AUTHOR]

This study aims to analyze the research outputs of immersive technology in the field of education for the past two decades. To this end, we retrieved 2665 articles that contained 75674 valid references from the Scopus database for the period between 2001–2021. Several structural and temporal metrics were used to find out the emerging topics proposed by the literature of immersive technology in the field of education. Results recorded 869 clusters entailing 2561 nodes and 3372 links. The major clusters identified in our results were related to virtual reality, augmented reality, and virtual worlds. We found that immersion research was grounded on a robust theoretical framework such as constructivism, experiential learning, and cognitive load theory. We found diversified venues of publication in which the immersion literature appeared in 741 peer-reviewed journals. Our results indicate that seven educational technology journals were the most highly co-cited journals where Computers and Education and British Journal of Educational Technology were the most influential journals in terms of quantity and quality of the published articles, recording the highest h-index. Tips and suggestions for future research projects were also highlighted. [ABSTRACT FROM AUTHOR]

It might be challenging for pre-service science teachers to apply their theoretical knowledge in the laboratory. Any attempt to shift the perspective in chemistry will necessitate the creation of novel techniques for elucidating theoretical themes. Examining how a virtual chemistry lab has affected the evolution and trend of scientific practice and digital competence throws insight into the far-reaching implications of technology's rapid expansion. For this reason, a total of 64 pre-service science teachers participated in the current study; 34 were assigned to the experimental group and 30 to the control group. The study included semi-structured interviews, a scale for assessing scientific practice, and a digital competence test both before and after the experiment. The results showed that the experimental group, who received their standard chemistry education alongside a VCHL, advanced significantly in their scientific practices and digital competence. The experimental group's time spent in the online chemistry lab was a fascinating learning opportunity. This study is valuable for those planning careers in education because it presents a wide range of tried-and-true approaches, current-events-based applications, and forward-thinking ideas for teaching chemistry via a virtual chemistry lab. The challenges of VCHL deployment have been highlighted, indicating potential for future research. [ABSTRACT FROM AUTHOR]

In virtual laboratories, various cognitive aids are used to improve students' performance and assist them while completing experimental tasks. However, excessive use of cognitive aids in virtual laboratories can lead to a cognitive load on students which affects their performance. In this paper, we proposed the concept of adaptive aids virtual reality chemistry laboratory. User expertise, quantitatively measured in terms of errors and time spent, is used as an adaptation criterion to dynamically update adaptive aids (arrows, text or animations). The system modifies the contents of such aids for good, average, and weak students to give them the opportunity to improve their performance. In this manner, adaptive aids assist the users to perform an experiment in the proposed system correctly according to the correct procedure with high performance. For evaluation, we conducted a comprehensive user study with 59 participants from various institutions. These students were selected randomly by their teachers and contained different levels of students (i.e., weak, average, and good students). We also conducted a written quiz and based on their scores we divided them into three groups (i.e., good, average, and weak). The participants (students) were classified into three groups G1, G2, and G3 based on their expertise levels (i.e., good, average and low). Then each group conducted an experiment four times. Evaluations revealed that the proposed system consistently improved students' performance in four trials. In particular, weak students' performance greatly improved as compared to that of good and average students in terms of a variety of factors, including time and errors during the performance of experiments. [ABSTRACT FROM AUTHOR]