Virtual, Augmented, and Mixed Realities in Education by Dejian Liu Chris Dede Ronghuai Huang & John Richards

Author:Dejian Liu, Chris Dede, Ronghuai Huang & John Richards
Language: eng
Format: epub
Publisher: Springer Singapore, Singapore

Keywords

TA

1

Virtual reality

171

2

Interactive learning environment

64

3

Augmented reality

60

3

Simulation

54

4

Education

36

5

Second life

28

6

Virtual worlds

28

7

Laparoscopy

27

8

Teaching/learning strategies

27

9

Medical education

26

10

Immersion

20

Fig. 7.5Network visualization of 30 keywords which meet the threshold of occurrence at least 10 times

7.3 Discussions

7.3.1 Empirical Findings from Previous Studies

Overall, the hypothesis that VR technology promotes learning has been supported by a number of previous studies. For example, in a study about using VR in biology classes on animal cells, researchers found that students had a better understanding about the complexity of the natural world (Minogue, Jones, Broadwell, & Oppewall, 2006). In another study on learning molecular chemistry, VR technology with haptics feedback contributed to the understanding of concepts, and made the learning process more interesting and interactive (Sato, Liu, Murayama, Akahane, & Isshiki, 2008).

The positive effects of VR technology on learning were also found in some studies with 3D models, which were considered to be a normal form for VR technology. Nicholson et al. (2006) conducted an experiment on the effects of computer-generated 3D anatomical models on learning, and found a positive relationship between the computer-generated 3D models they used and the scores of students (Nicholson, Chalk, Funnell, & Daniel, 2006). Similar findings were also indicated by another study in which researchers used Construct3D to help students learn mathematics and geometry, and found that the knowledge presented with Construct3D was easier to learn and facilitated the learning of geometric constructions (Kaufmann, Schmalstieg, & Wagner, 2000).

Some studies based on Second Life, which is a popular VR platform in education, also revealed some positive effect on learning. The virtual campus based on Second Life was found advantageous to improving user impressions concerning presence, awareness, communication, and comfort with the virtual environment (De Lucia, Francese, Passero, & Tortora, 2009). Another study carried out over a year and half observing several groups of students found that the students who learned electronic related subjects through mixed lessons combining traditional on-site lessons with virtual lessons on Second Life platform had higher motivations for learning and attending learning activities (Sierra, Gutiérrez, & Garzón-Castro, 2012).

Some studies on collaborate learning based on VR technology were also proved positive in promoting learning, because students were able to discuss with their classmates, share their findings, and demonstrate the operations of systems to their classmates and teachers (Chen, Yang, Shen, & Jeng, 2007). When it comes to skills training, VR technology also plays an important role. In the training of assembling, VR technology was found to be better than traditional 2D engineering drawing lessons (Boud et al., 1999). One of the main reasons for this was that assembly not only had a requirement for learning sequence, but also for motor behavior. VR participants were able to investigate assembly sequences through a number of VR conditions. However, Boud et al. (1999) also highlighted that one of the main problems of VR technology is the lack of haptic feedback, which plays an important role when manipulating objects. This problem was also found when researchers compared VR technology and AR technology for training laparoscopic skills (Botden, Buzink, Schijven, & Jakimowicz, 2007).

Although many researchers put

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