Application Analysis of Virtual Reality VR Technology in Art Design Teaching

Mario A. Rojas-Sánchez J. A. Folgado-Fernández P. Palos-Sánchez

27 Juni 2022

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.

K. Wong L. Yu H. Kang + 1 lainnya

25 September 2020

Although Virtual Reality (VR) was first mentioned in the 60s, the research interest into the technology and its application are still gaining much attention globally. VR technology had evolved and had found niche application in many fields including entertainment, tourism, healthcare, manufacturing, education and more. A notable characteristic of the VR technology is that it seeks to immerse the user into the intended environment and narrative, allowing high user interaction and involvement. These qualities are very beneficial for engineering education. In the past, cost, hardware capabilities and availability, connectivity and other issues had hindered VR wider adoption and application. However, it is changing with the advent of more devices, the involvement of more consumer electronic players and the growth of digitization. This paper seeks to report on the research on virtual reality in engineering education over the past 26 years. The study conducts a bibliometric analysis to reflect the trend of VR in engineering education settings, thus identifying the possible emerging trends. An extensive literature search was conducted using the Scopus database and was analyzed using Vosviewer and Excel. There is an increasing trend of VR research related to the engineering education settings with an evident increase in the scope, the coverage and the citations figures. There is tremendous growth in the number of publications and citations in the recent past four years of the study. The most active author in the field is Sampaio, and the top universities where the publications are affiliated with are Purdue University and Clemson University. The majority of the publications were also found to be affiliated with the "ASEE Annual Conference and Exposition Conference Proceedings". The United States had the honor of being the country with the majority of publications from this study. There is a continuous shift of research interest observed through the publications keywords, and this provides an indication of the dynamic progression of research direction among researcher in the field of study. The findings of this study provide a good overview of the trend in research related to VR in engineering education and can serve as a guide to academics seeking to research or adapt the usage of VR in engineering settings.

F A Monita J. Ikhsan

1 Januari 2020

The science laboratory facilities in schools are inadequate. Therefore, the researcher developed a science learning media by utilizing virtual reality technology in the form of application that runs on smartphone. The objectives of this study are: (1) to determine the validity of VR-IPA media; (2) to determine the practicality of VR-IPA media from the science teachers; and (3) to determine students’ responses to VR-IPA media. This media development used the ADDIE development model. The instruments used were media validation sheets, science teachers’ assessment sheets, and student response sheets. The result shows that: (1) the validity of VR-IPA media is in very good category; (2) the practicality of VR-IPA media is in very good category; and (3) the students’ responses to VR-IPA media are very good. In brief, it can be concluded that VR-IPA media is suitable for use in science learning.

Burcin Yazgi Walsh S. Stehle Gareth W. Young + 1 lainnya

28 Agustus 2020

irtual reality (VR), as an informative medium, possesses the potential to engage students with immersive, interactive, and informative experiences. When presented in VR, immersive virtual environments (IVEs) can provide three-dimensional visual simulations that can be used to inform students about concepts in specific contexts that would be near impossible to achieve with more traditional teaching methodologies. It is proposed that existing learning frameworks can benefit from exploring the modalities of interaction that are presently afforded via VR from the experiential perspectives of the students. An evaluation is presented that focused on the appraisal of student experiences of immersive technologies as applied in a higher education context, specifically in the use of VR for the exploration of geomorphology theory by physical geography students. This research supports further development of the immersive learning discipline from three different perspectives. First, an empathy mapping method was applied to visualize student experiences and externalize our observed knowledge of student users for creating a shared understanding of their needs and to aid in lesson planning decision making when using VR in the classroom. Second, student experiences were captured using a technology-focused user experience questionnaire to obtain student attitudes immediately post-task. Finally, to assist teachers with the creation of a student-centered lesson plans that incorporate VR in the classroom, eight heuristic guidelines (focus, provocation, stimulation, collaboration, control, digital life, learner skills, multimodal experience) were developed. It is proposed that these findings can be used to provide support for the use of mixed reality and immersive virtual environments in learning that encompass the challenges faced by students and the interdisciplinary education community at large.

K. Mills Alinta Brown

12 Juli 2021

ABSTRACT The rapid evolution of virtual reality (VR) technologies and their adoption for learning opens up new possibilities for shifting semiotic content across modes, with underexplored scope for transmediating content in visual, haptic, and auditory ways in immersive media literacy practices. This research investigated users’ creative digital designing involving a popular, three-dimensional virtual painting program with upper elementary students who used a VR head mounted display and sensors. The analysis attended to how students transmediated the same story across written, verbal, and virtual painting modes, tracing key themes of the students’ virtual experience: (i) immersion and three-dimensionality, (ii) subjective presence, (iii) sensory illusion, and (iv) interactivity with motion tracking. Students reassembled and shifted narrative content, sometimes seamlessly, while experiencing ambiguity and complexity about three-dimensional representation in an immersive world. Producing stories across modes invited adaptation and generative thinking to overcome the lack of equivalence between writing, drawing, and virtual painting modes.