The Application of Virtual Reality in E-Learning

2010 ◽  
Author(s):  
Fengming Yang ◽  
Wenjuan Wu
Keyword(s):  
Virtual Reality ◽  
E Learning

Psychotherapeutic components of commercially available virtual reality games (Preprint)

2020 ◽  
Author(s):  
Almira Osmanovic Thunström ◽  
Iris Sarajlic Vuković ◽  
Lilas Ali ◽  
Tomas Larson ◽  
Steinn Steingrimsson
Keyword(s):  
Mental Health ◽  
Virtual Reality ◽  
Mental Health Problems ◽  
Treatment Strategies ◽  
Treatment Method ◽  
Health Problems ◽  
E Learning ◽  
The Mean ◽  
Unique Games

BACKGROUND Immersive virtual reality (VR) games are increasingly becoming part of everyday life. Several studies support immersive VR technology as a treatment method for mental health problems. There is however minimal research into the feasibility, prevalence, and quality of commercially available VR games on commercial platforms as tools for treatment or add on to treatment of mental health problems. OBJECTIVE The aim of this study was to explore the prevalence, feasibility and quality of commercially available games related to psychotherapy on a commercially available platform. METHODS We performed a search for keywords related to diagnosis and treatment strategies of mental health problems. The search was performed during March 27th on STEAM (VR content and gaming platform). A usability scale was used as a tool to look at the interaction and usability of the games, the VR-UI-UX-8. The tool contains 8 statements about usability scored 0-10, 0 indicating “Not at all” and 10 indicating “very much so”. The score ranges from 0-80 with a higher score indicating worse usability. RESULTS In total, 516 hits were found, 371 unique games. After the games were reviewed, 83 games passed the inclusion criteria, were purchased and played. Majority of the games which were excluded were either not connected to mental health, contained violence, adult content or were in other ways irrelevant or inappropriate. The mean score for the games on the VR-UI-UX-8 was 16.5 (standard deviation 15.8) with a range from 0-68. Most relevant and feasible games were found in the search words meditation, mindfulness, and LSD. CONCLUSIONS Commercial platforms hold great potential for VR games with psychotherapeutic components. The platforms are only at the beginning of the development towards serious games, e-learning and psychotherapeutic treatments. Currently the quality and usability for clinical and at home applicability are scarce, but hold great potential.

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

i-DERASSA: e-learning Platform based on Augmented and Virtual Reality interaction for Education and Training

2021 ◽  
Author(s):  
Kahina Amara ◽  
Nadia Zenati ◽  
Oualid Djekoune ◽  
Mohamed Anane ◽  
Ilhem Kheira Aissaoui ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Education And Training ◽  
Learning Platform ◽  
E Learning ◽  
And Training

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Virtual Reality and Learning in an African University Environment

2011 ◽  
Vol 1 (1) ◽  
pp. 36-49
Author(s):  
Kelvin Joseph Bwalya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Virtual Reality ◽  
Case Studies ◽  
Positive Impact ◽  
University Environment ◽  
The Status ◽  
E Learning ◽  
Education Model ◽  
User Centric

Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.

Using Multimedia and Virtual Reality for Web-Based Collaborative Learning on Multiple Platforms

2011 ◽  
pp. 172-203
Author(s):  
Gavin McArdle ◽  
Teresa Monahan ◽  
Michela Bertolotto
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Synchronous Communication ◽  
Web Based ◽  
3 Dimensional ◽  
Learning Content ◽  
Current State ◽  
E Learning ◽  
Communication Methods

Since the advent of the Internet, educators have realised its potential as a medium for teaching. The term e-learning has been introduced to describe this Internet-based education. Although e-learning applications are popular, much research is now underway to improve the features they provide. For example, the addition of synchronous communication methods and multimedia is being studied. With the introduction of wireless networks, mobile devices are also being investigated as a medium to present learning content. Currently, the use of 3-dimensional (3D) graphics is being explored for creating virtual learning environments online. Virtual reality (VR) is already being used in multiple disciplines for teaching various tasks. This chapter focuses on describing some VR systems, and also discusses the current state of e-learning on mobile devices. We also present the VR learning environment that we have developed, incorporating many of the techniques mentioned above for both desktop and mobile devices.

scholarly journals The Use of Virtual Reality in Geo-Education

2020 ◽  
Vol 15 (20) ◽  
pp. 59
Author(s):  
Nurzhanat Dalelovna Shakirova ◽  
Nidal Al Said ◽  
Svetlana Mihailovna Konyushenko
Keyword(s):  
Virtual Reality ◽  
Subjective Assessment ◽  
Physical Geography ◽  
Google Earth ◽  
Learning System ◽  
Technological Capabilities ◽  
Before And After ◽  
E Learning ◽  
The Impact

The paper discusses the technological capabilities of virtual reality (VR) in the field of education as a highly developed form of computer modeling. VR is con-sidered to be able to revolutionize the education field since it provides better en-gagement in learning activities than other teaching methods. In order to study the impact of VR technology on ensuring the quality of e-learning, an experiment is conducted during the Physical Geography online course. The current research in-volves 60 third-year students from the Abai Kazakh National Pedagogical Uni-versity, Moscow Pedagogical State University, and Ajman University. All the re-spondents were divided into two groups. The training of the first group is under-gone through distance learning in the Moodle e-learning system, while the educa-tional process of the second is supplemented with the technological capabilities of the latest VR services (Google Earth, Apple Maps, My Way VR, The VR Muse-um of Fine Art). During the study, students’ subjective assessment of the training is performed according to the basic, expected, and desirable criteria. The exami-nation is carried out in two stages - before and after the course. At the first stage of the assessment, the use of VR corresponds to the desired quality of the educa-tional product. However, after the course and the acquiring of virtual experience, the transfer of the students' desired training criteria into the expected can be ob-served. This indicates a high degree of adaptability of VR technology in educa-tion as well as an increase in the respondents' requirements against the quality of subsequent training courses. Consequently, a significant impact of immersive technology's evolution on the demands on the e-learning quality can be noted.

Sign in / Sign up

Export Citation Format

Share Document