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Immersive Virtual Reality for Science Learning: Design, Implementation, and Evaluation

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Title: Immersive Virtual Reality for Science Learning: Design, Implementation, and Evaluation
Language: English
Authors: Matovu, Henry (ORCID 0000-0003-0503-5416), Ungu, Dewi Ayu Kencana (ORCID 0000-0002-1890-6017), Won, Mihye (ORCID 0000-0001-8771-7626), Tsai, Chin-Chung (ORCID 0000-0001-7744-9971), Treagust, David F. (ORCID 0000-0001-5340-0970), Mocerino, Mauro (ORCID 0000-0001-9514-7846), Tasker, Roy (ORCID 0000-0001-9378-3865)
Source: Studies in Science Education. 2023 59(2):205-244.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 40
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Computer Simulation, Science Instruction, Teaching Methods, Science Education, Technology Uses in Education, Visualization, Instructional Design, Learning Experience, Learning Theories, Learner Engagement, Learning Motivation, Learning Activities, Learning Modalities, Skill Development, Field Trips, Experiential Learning
DOI: 10.1080/03057267.2022.2082680
ISSN: 0305-7267
1940-8412
Abstract: The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016-2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395166
Database: ERIC
FullText Text:
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  Data: Immersive Virtual Reality for Science Learning: Design, Implementation, and Evaluation
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  Data: <searchLink fieldCode="AR" term="%22Matovu%2C+Henry%22">Matovu, Henry</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0503-5416">0000-0003-0503-5416</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ungu%2C+Dewi+Ayu+Kencana%22">Ungu, Dewi Ayu Kencana</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1890-6017">0000-0002-1890-6017</externalLink>)<br /><searchLink fieldCode="AR" term="%22Won%2C+Mihye%22">Won, Mihye</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8771-7626">0000-0001-8771-7626</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tsai%2C+Chin-Chung%22">Tsai, Chin-Chung</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7744-9971">0000-0001-7744-9971</externalLink>)<br /><searchLink fieldCode="AR" term="%22Treagust%2C+David+F%2E%22">Treagust, David F.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5340-0970">0000-0001-5340-0970</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mocerino%2C+Mauro%22">Mocerino, Mauro</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9514-7846">0000-0001-9514-7846</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tasker%2C+Roy%22">Tasker, Roy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9378-3865">0000-0001-9378-3865</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 40
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  Data: 2023
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  Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Visualization%22">Visualization</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Trips%22">Field Trips</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink>
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  Data: 0305-7267<br />1940-8412
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  Label: Abstract
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  Data: The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016-2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.
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        Value: 10.1080/03057267.2022.2082680
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      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Science Education
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