Abstract
Introduction/background:
The use of immersive technologies such as virtual reality to develop virtual learning resources (VLRs) is becoming popular in higher education. It is suggested that these enhance student engagement by allowing for a greater involvement in their learning experience. The learning effectiveness of VLRs delivered using different modalities is however yet to be evaluated.
Aim/objectives:
This study aimed to compare the effectiveness of stereoscopic and desktop delivery of VLRs for student learning and engagement.
Methods:
A skull tutorial was developed as a guided VLR using the Unity gaming platform. Participants were voluntarily recruited to asses stereoscopic and desktop delivery of the VLR (n = 52 and 40 respectively) by completing a validated perception survey tool. The data obtained was analysed to compare the effectiveness of both delivery modalities.
Results:
Most participants agreed for stereoscopic and desktop delivery (93% and 94% respectively) that the VLR was interesting, engaging and immersive, and aided understanding of relevant concepts. Mean ratings were high for physical comfort and low for mental strain, although physical discomfort and disorientation was reported with the stereoscopic delivery.
Discussion:
While overall perceptions of both delivery modalities were positive, feedback provided by participants highlights the importance of design to enhance the usefulness of VLRs.
Conclusions:
This study suggests that desktop may be a favourable delivery modality for VLRs, reducing the degree of physical discomfort and disorientation associated with modalities such as stereoscopic delivery, while still providing the advantages of an immersive learning experience.
The use of immersive technologies such as virtual reality to develop virtual learning resources (VLRs) is becoming popular in higher education. It is suggested that these enhance student engagement by allowing for a greater involvement in their learning experience. The learning effectiveness of VLRs delivered using different modalities is however yet to be evaluated.
Aim/objectives:
This study aimed to compare the effectiveness of stereoscopic and desktop delivery of VLRs for student learning and engagement.
Methods:
A skull tutorial was developed as a guided VLR using the Unity gaming platform. Participants were voluntarily recruited to asses stereoscopic and desktop delivery of the VLR (n = 52 and 40 respectively) by completing a validated perception survey tool. The data obtained was analysed to compare the effectiveness of both delivery modalities.
Results:
Most participants agreed for stereoscopic and desktop delivery (93% and 94% respectively) that the VLR was interesting, engaging and immersive, and aided understanding of relevant concepts. Mean ratings were high for physical comfort and low for mental strain, although physical discomfort and disorientation was reported with the stereoscopic delivery.
Discussion:
While overall perceptions of both delivery modalities were positive, feedback provided by participants highlights the importance of design to enhance the usefulness of VLRs.
Conclusions:
This study suggests that desktop may be a favourable delivery modality for VLRs, reducing the degree of physical discomfort and disorientation associated with modalities such as stereoscopic delivery, while still providing the advantages of an immersive learning experience.
| Original language | English |
|---|---|
| Pages | 260-261 |
| Number of pages | 2 |
| Publication status | Published - 2018 |
| Event | Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference - Hotel Grand Chancellor, Hobart, Australia Duration: 01 Jul 2018 → 04 Jul 2018 https://www.anzahpe.org/copy-of-2017-conference (conference proceedings) https://docs.wixstatic.com/ugd/363deb_83bdc53169c048fb88656ee0671abb89.pdf (Conference proceedings) |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2018 Conference |
|---|---|
| Abbreviated title | Sustainability for Health Professions Education |
| Country/Territory | Australia |
| City | Hobart |
| Period | 01/07/18 → 04/07/18 |
| Internet address |
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