An immersive virtual reality learning environment with CFD simulations: Unveiling the Virtual Garage concept

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.

Callaham A Brock Dipal Mistry Tom Lindsey

1 Desember 2023

Virtual reality (VR) uses computer-generated and three-dimensional environments to create immersive experiences through the use of interactive devices that simulate virtual environments in many forms, such as 3D, screen-based, or room-based. Users can engage in the environment with objects, characters, and scenes, making individuals assume they are experiencing a real-life scenario. VR has been adopted across medical and nursing fields to supplement clinically relevant and practical teaching. However, the effectiveness of this interactive form of learning has come a long way with improvements in accessibility, cost, and technicalities. The immersive simulated environment that VR has to offer today initially began with screen-based learning and then the 360-video method. These previously sought-out methods were eventually found to disconnect the students from engaging in the learning environment that present-day VR systems are designed to provide. Interactive VR offers a dynamic platform for medical training. These simulations benefit the learner by allowing them to interact within case scenarios and virtual wards, as well as with patients, colleagues, and relatives. To mimic real-life encounters, the student can take a patient’s history and physical exam, investigate, diagnose, and provide treatment. The simulated patient can express emotions, concerns, and signs of a poor state of health. All these factors play into a healthcare provider’s competency to think critically and clinically in decision-making. This practice is now being used in many surgical programs and medical education curricula. The use of simulation in VR is continuously being proven to decrease injury, increase operation speed, and improve overall outcomes in patient-centered care. VR simulation differs from in-person simulation training in that the VR modality of learning is more accessible and replicable than the latter. By comparing research studies and reviews of medical programs that incorporated VR into their curricula, we were able to assess the state of VR in medical education and where this technology could lead to future implementation in medical programs. Our review aimed to give insight into the existing evidence, the gaps in the use of VR in medical education, and the potential benefits this modality of learning can have going forward in this field of study. Medical students have demonstrated significantly enhanced knowledge gain when using immersive interactive VR over screen-based learning. Given the improvements in students’ performance due to these dynamic and collaborative learning experiences, immersive VR training will become a standard in the development of clinical skills and ensure patient safety. Although the emphasis on empathy began later in the journey of gaining VR as a part of medical education, there is a need to gain those skills as early as possible in medical school. Implementing the use of VR as a supplement in medical education allows students to practice simulated patient encounters along with an array of different academic endeavors. By doing so, students will gain competency and confidence as they encounter patients during their clinical rotations and clinical practice.

Sijia Du

2021

The rapid growing of Internet promotes the emergence and application of teaching methods and new teaching media. When multimedia is widely used in teaching, teaching technology is updated very quickly, and virtual reality technology, a new teaching media, has emerged. Traditional environmental art design creation and expression methods cannot fully satisfy the development requirements of the digital period, and new technical forces are needed to enrich and expand the content and tension of art design, the art design industry also needs VR technology, which should have more new vitality. This article will study virtual reality technology from the perspective of educational technology, as a new educational technology, and on this basis, put forward a new research field related to educational technology-virtual reality VR technology teaching. After studying the types of VR technology characteristics and actual teaching cases, the concept of desktop VR technology intervening in experimental model making courses is proposed, a virtual learning environment is constructed, and the objective reality generated by the use of knowledge is reproduced, thereby imparting knowledge points It is provided to students and guides them to use their own senses such as vision and hearing to receive information in the virtual environment, which enhances students’ interest in learning and their own sense of innovation, enhances students’ ability to actively exert their own imagination, and greatly reduces The hardware cost improves the learning effect of users.

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.

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.