Perceived educational usefulness of a virtual-reality work situation depends on the spatial human-environment relation
Keywords:
vocational education, situated education, virtual reality, perceived usefulness
Abstract
Virtual reality (VR) may be useful for situating school-based vocational education in work-life by simulating a work situation such that learners viewing this VR work situation are located inside it. The reason for this assumption is that VR can fully spatially include its viewer. Research on the utility of viewer-including VR work situations for learners has, therefore, already started. However, no study has yet investigated their utility for teachers. This is particularly relevant for work situations involving environmental planning, as VR is expected to facilitate such a task. We, therefore, asked horticultural teachers to assess the educational usefulness of a VR work situation when they were located outside and inside it. For this purpose, we enabled them to plan a basic garden in the VR work situation when its environment was spatially excluding them and when it was including them. We found the teachers to perceive the viewer-including VR work situation as more useful for their teaching than its viewer-excluding version. This suggests that the perceived educational usefulness of a VR work situation depends on the spatial relation of its viewer and environment, that is, the spatial human-environment relation it involves.
Downloads
Download data is not yet available.
References
Allcoat, D. & Von Mühlenen, A. (2018) ‘Learning in virtual reality: effects on performance, emotion and engagement’, Research in Learning Technology, vol. 26, no. 2018, pp. 2140. doi: 10.25304/rlt.v26.2140
Atkinson, R. K., et al., (2000) ‘Learning from examples: instructional principles from the worked examples research’, Review of Educational Research, vol. 70, no. 2, pp. 181–214. doi: 10.3102/00346543070002181
Atkinson, R. K. & Renkl, A. (2007) ‘Interactive example-based learning environments: using interactive elements to encourage effective processing of worked examples’, Educational Psychology Review, vol. 19, no. 3, pp. 375–386. doi: 10.1007/s10648-007-9055-2
Aveyard, H. (2010) Doing a Literature Review in Health and Social Care: A Practical Guide, McGraw-Hill, Maidenhead.
Babu, S. K., et al., (2018) ‘Virtual reality learning environments for vocational education: a comparison study with conventional instructional media on knowledge retention’, Proceedings of the IEEE International Conference on Advanced Learning Technologies, Mumbai, pp. 385–389.
Bharathi, A. K. B. G. & Tucker, C. S. (2015) ‘Investigating the impact of interactive immersive virtual reality environments in enhancing task performance in online engineering design activities’, Proceedings of the ASME 2015 International Design Engineering Technical Conferences & Computers and Information in Engineering Conference, Boston, MA, pp. 1–11.
Boldrini, E., Ghisla, G. & Bausch, L. (2014) ‘Progetti di didattica per situazioni’, in Formazione. I metodi, eds G. P. Quaglino, Milano, pp. 337–360.
Bower, M. (2008) ‘Affordance analysis – matching learning tasks with learning technologies’, Educational Media International, vol. 45, no. 1, pp. 3–15. doi: 10.1080/09523980701847115
Bransford, J. D., Brown, A. L. & Cocking, R. R. (2000) How People Learn: Brain, Mind, Experience, and School, The National Academies Press, Washington, DC.
Brysbaert, M. (2019) ‘How many participants do we have to include in properly powered experiments? A tutorial of power analysis with reference tables’, Journal of Cognition, vol. 2, no. 1, pp. 1–38. doi: 10.5334/joc.72
Butt, A. L., Kardong-Edgren, S. & Ellertson, A. (2018) ‘Using game-based virtual reality with haptics for skill acquisition’, Clinical Simulation in Nursing, vol. 16, pp. 25–32. doi: 10.1016/j.ecns.2017.09.010
Carruth, D. W. (2017) ‘Virtual reality for education and workforce training’, Proceedings of the 15th International Conference on Emerging eLearning Technologies and Applications, Stary Smokovec, pp. 1–6.
Cattaneo, A. & Boldrini, E. (2016) ‘You learn by your mistakes. Effective training strategies based on the analysis of video-recorded worked-out examples’, Vocations and Learning, vol. 10, pp. 1–26. doi: 10.1007/s12186-016-9157-4
Concannon, B. J., Esmail, S. & Roduta Roberts, M. (2019) ‘Head-mounted display virtual reality in post-secondary education and skill training’, Frontiers in Education, vol. 4, pp. 80. doi: 10.3389/feduc.2019.00080
Dalgarno, B. & Lee, M. J. W. (2010) ‘What are the learning affordances of 3D virtual environments?’, British Journal of Educational Technology, vol. 41, no. 1, pp. 10–32. doi: 10.1111/j.1467-8535.2009.01038.x
Davis, F. D. (1989) ‘Perceived usefulness, perceived ease of use, and user acceptance of information technology’, MIS Quarterly, vol. 13, no. 3, pp. 319–340.
Dede, C. (2009) ‘Immersive interfaces for engagement and learning’, Science, vol. 323, no. 5910, pp. 66–69. doi: 10.1126/science.1167311
Dobricki, M., Evi-Colombo, A. & Cattaneo, A. (2020) ‘Situating vocational learning and teaching using digital technologies – a mapping review of current research literature’, International Journal for Research in Vocational Education and Training. vol. 7, no. 3, pp. 344–360. doi: 10.13152/IJRVET.7.3.5
Dobricki, M. & Pauli, P. (2016) ‘Sensorimotor body-environment interaction serves to regulate emotional experience and exploratory behavior’, Heliyon, vol. 2, p. e00173. doi: 10.1016/j.heliyon.2016.e00173
Hafsia, M., Monacelli, E. & Martin, H. (2018) ‘Virtual reality simulator for construction workers’, Proceedings of the Virtual Reality International Conference – Laval Virtual, ACM, New York, pp. 1–7.
Heft, H. (2001) Ecological Psychology in Context, Lawrence Erlbaum Associates, Mahawah, NJ.
Jensen, L. & Konradsen, F. (2018) ‘A review of the use of virtual reality head-mounted displays in education and training’, Education and Information Technologies, vol. 23, no. 4, pp. 1515–1529. doi: 10.1007/s10639-017-9676-0
Johnson-Glenberg, M. C. (2018) ‘Immersive VR and education: embodied design principles that include gesture and hand controls’, Frontiers in Robotics and AI, vol. 5, no. 81, pp. 1–19. doi: 10.3389/frobt.2018.00081
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, New York, NY.
Lessiter, J., Freeman, J. & Davidoff, E. K. J. (2001) ‘A cross-media presence questionnaire: the itc-sense of presence inventory’, Presence: Teleoperators and Virtual Environments, vol. 10, no. 3, pp. 282–297. doi: 10.1162/105474601300343612
Mikropoulos, T. A. & Natsis, A. (2011) ‘Educational virtual environments: a ten-year review of empirical research (1999–2009)’, Computers & Education, vol. 56, pp. 769–780. doi: 10.1016/j.compedu.2010.10.020
Portman, M. E., Natapov, A. & Fisher-Gewirtzman, D. (2015) ‘To go where no man has gone before: virtual reality in architecture, landscape architecture and environmental planning’, Computers, Environment and Urban Systems, vol. 54, pp. 376–384. doi: 10.1016/j.compenvurbsys.2015.05.001
Radianti, J., et al., (2020) ‘A systematic review of immersive virtual reality applications for higher education: design elements, lessons learned, and research agenda’, Computers & Education, vol. 147, p. 103778. doi: 10.1016/j.compedu.2019.103778
Renkl, A. (2005) ‘The worked-out examples principle in multimedia learning’, in The Cambridge Handbook of Multimedia Learning, ed R. Mayer, Cambridge University Press, Cambridge, pp. 229–246.
Rosnow, L. R. & Rosenthal, R. (2003) ‘Effect sizes for experimenting psychologists’, Canadian Journal of Experimental Psychology, vol. 57, no. 3, pp. 221–237. doi: 10.1037/h0087427
Sacks, R., Perlman, A. & Barak, R. (2013) ‘Construction safety training using immersive virtual reality’, Construction Management and Economics, vol. 31, no. 9, pp. 1005–1017. doi: 10.1080/01446193.2013.828844
Schild, J., et al., (2018) ‘EPICSAVE – enhancing vocational training for paramedics with multi-user virtual reality’, Proceedings of the IEEE International Conference on Serious Games and Applications for Health, Vienna, pp. 1–8.
Schott, C. & Marshall, S. (2018) ‘Virtual reality and situated experiential education: a conceptualization and exploratory trial’, Journal of Computer Assisted Learning, vol. 34, pp. 843–852. doi: 10.1111/jcal.12293
Schwendimann, B. A., et al., (2015) ‘The “Erfahrraum”: a pedagogical model for designing educational technologies in dual vocational systems’, Journal of Vocational Education & Training, 67, pp. 367–396. doi: 10.1080/13636820.2015.1061041
Slater, M. (2009) ‘Place illusion and plausibility can lead to realistic behaviour in immersive virtual environments’, Philosophical Transactions of the Royal Society B, vol. 364, no. 1535, pp. 3549–3557. doi: 10.1098/rstb.2009.0138
Smith, S. J., et al., (2018) ‘Effectiveness of two varying levels of virtual reality simulation’, Nursing Education Perspectives, vol. 39, no. 6, pp. 10–15. doi: 10.1097/01.NEP.0000000000000369
Stone, R. T., Watts, K. P. & Zhong, P. (2011) ‘Physical and cognitive effects of virtual reality integrated training’, Human Factors, vol. 53, no. 5, pp. 558–572. doi: 10.1177/0018720811413389
Published
2021-01-04
How to Cite
Dobricki M., Kim K. G., Coppi A. E., Dillenbourg P., & Cattaneo A. (2021). Perceived educational usefulness of a virtual-reality work situation depends on the spatial human-environment relation. Research in Learning Technology, 29. https://doi.org/10.25304/rlt.v29.2453
Issue
Section
Original Research Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
.png){kind=spacer}
