Unit:
NKUA research materialDepartment of Informatics and Telecommunications
Title:
Comparison of the Effect of Interactive versus Passive Virtual Reality Learning Activities in Evoking and Sustaining Conceptual Change
Languages of Item:
English
Abstract:
The key question we address is whether interactivity in a virtual environment (VE) impacts conceptual learning. We developed a Virtual Reality (VR) application to simulate a playground, in which children had to engage in tasks that required solving arithmetical fractions problems. Fifty (50) children were tested in an empirical study with different conditions that varied the levels of interactivity and immersion, from a fully interactive to a non-immersive and non-interactive activity with LEGOs. A methodological framework, where quantitative and qualitative analyses complement each other, was developed to analyze children's activity. Our findings from the quantitative analysis showed that participants in the VEs seemed to have a greater overall gain than those that did not perform the activity in VR but did not clarify whether interactivity in the VE was the defining factor in this gain. The qualitative analysis indicated that it was the "passive" VR condition which provided evidence of sustained conceptual change. With countless educational VR applications becoming available nowadays to the public due to VR's recent resurgence in prominence through inexpensive headsets, the study of the effect of VE attributes, such as interactivity, is timely. © 2013 IEEE.
Authors:
Roussou, M.
Slater, M.
Journal:
IEEE Transactions on Emerging Topics in Computing
Publisher:
IEEE Computer Society
Keywords:
Digital arithmetic; E-learning; Educational technology; Human computer interaction; Three dimensional displays; Virtual addresses, Conceptual learning; Empirical studies; Interactive activities; Interactive system; Interactivity; Methodological frameworks; Qualitative analysis; Quantitative and qualitative analysis, Virtual reality
Official URL (Publisher):
DOI:
10.1109/TETC.2017.2737983
