Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach
Introduction
Virtual reality (VR) is a technology that has become extremely popular in recent years. VR technology has been successfully employed in educational applications and is at the core of what is known as Virtual Reality learning environments (VRLEs) (Chittaro and Ranon, 2007, John, 2007, Monahan et al., 2008, Pan et al., 2006, Rauch, 2007). A VRLE allows the visualization of three dimensional (3D) data and provides an interactive environment that reinforces the sensation of an immersion into computer-generated virtual world. Additionally, a VRLE offers the opportunity to simulate a realistic and safe environment for learners to perform specific tasks. A VRLE offers real-time simulation where three-dimensional computer graphics are used to mimic the real world (Burdea, 1999, pp. 87–96).
Traditional immersive VR systems are expensive, fragile, and not suitable for a long period of use (Limniou et al., 2008, Tax’en and Naeve, 2002), thus the developed applications are not accessible to many learners. Indeed, running VR systems are associated with high a high cost because of the special hardware is needed, such as head-mounted displays (HMD) or multiple projectors, and 3D input devices. These drawbacks make immersive HMDs difficult to use in large classroom settings (Tax’en & Naeve, 2002).
To invigorate students learning, a number of higher resolution displays with high quality audio systems can be useful. For example, CAVE, invented at the Electronic Visualization Laboratory of the University of Illinois at Chicago, is designed to project images on the surrounding walls around the users while an advanced audio sound system enhances the sense of immersion in the VR learning environment (Sherman & Craig, 2003). In addition, the option of offering 3D VR learning in a classroom setting is now feasible, given that VR learning environments are now run on low-cost personal computers. Although this type of VR environment has a low-cost advantage, users are not full sensual immersion the learning environment. However, learners using personal computer VR systems are less likely to feel motion sickness and experience fatigue than true immersive VR (Tax’en & Naeve, 2002).
Research into VR has often focused on technical issues (Burdea and Coiffet, 2003, Capin et al., 1999, Sherman and Craig, 2003). They include case studies of various VR technologies (Dimitropoulos et al., 2008, Lu et al., 2005, Moreno and Mayer, 2002), and discussions on how VR can be integrated into curriculum and relate to the learning process (Dickey, 2005, Mills and de Araújo, 1999). Although approaches such as using virtual reality for education promise among others student engagement, all whorthwhile educational innovation must begin with solid pedagogy (Huang, 2002, Huang and Liaw, 2004, Lok et al., 2006). Researchers and educators need to deploy a sound theoretical framework and supporting instructional principles to facilitate building novel VRLEs. It is the purpose of this paper is to explore how a constructivist principle can be applied in constructing VRLEs. We propose four design principles that should be considered when designing and building educational applications. Educators or instructional designers, as they apply a new VR technology to educational settings, need to consider carefully how a pedagogy or a learning theory may influence the learning process. Our research also provides two case studies to examine VRLEs for educational purposes. Lastly, we explore the limitations and implications of our findings for the future study of VRLEs.
Section snippets
Virtual reality features
For Burdea and Coiffet (2003), virtual reality has been defined as I3 for “Immersion-Interaction-Imagination”. Virtual reality (VR) is understood as the use of 3D graphic systems in combination with various interface devices to provide the effect of immersion in an interactive virtual environment (Pan et al., 2006). In order to allow learners to interact with VR environments, it is necessary to use special interfaces designed to input a learner’s commands into the computer and to offer feedback
Theories reviewed – constructivism
Within a constructivist paradigm, learners take an active role in their learning, since they not only absorb information, but also connect it with previously assimilated knowledge to construct their new knowledge. For Dewey (1916), the environment will affect the learner and that an interaction will take place between the environment and the learner. Dewey believed that learning should be real and applicable for daily life. In other words, education should be experimental and experiential.
Constructivist approach for VRLE
A growing body of research notes that constructivist principles are fundamental and underlying our understanding of learning in a virtual reality environment (Chittaro and Ranon, 2007, Dimitropoulos et al., 2008, John, 2007, Mills and de Araújo, 1999, Shih and Yang, 2008, Tax’en and Naeve, 2002, Virvou and Katsionis, 2008). As Burdea and Coiffet (2003) noted, (a) constructivist learning involves exploration and discovery of prebuilt artificial real worlds, and (b) constructivist learning
Web-based 3D VR interactive learning system
WVBS-ATS, Web-based Virtual Body Structures Auxiliary Teaching System, is a Web-based 3D VR interactive learning system that is designed for undergraduate medical students to obtain knowledge about the structure of human body. The Web-based VR learning system is designed in three parts: Website design, Web server setup, and Database setup. The developer used PHP, Java Script to design the web page and utilizes Autodesk 3DMax, VR4MAX to create 3D course contents. 3DMax is a commercial software
Discussion
The VRLE may fail to meet learners’ needs if learning activities and tasks are designed inside an inappropriate pedagogical approach (Shih & Yang, 2008). Instructional designers or educators face the challenge of deploying features of virtual reality into their 3D VR courses. Some principles that assist course design are as follows:
Conclusions
As more theories and disciplines focus on VR technology, VR applications for education will get easier to use and create. In order to widely deploy VR for learning, educators need to understand the challenges of using VR technology for instruction rather than counting on the novelty of the approach. There are five issues to consider when employing VRLEs.
First, the usability of the VR interface design. As with many emerging technologies, VRLEs may be designed from a functionality point of view
Limitations and future research
There are three limitations in this research we would like to mention. First, this research attempts to investigate learners’ attitude toward VRLEs but does not compare the effectiveness of 3D vs 2D environments. There are not a lot of empirical studies or clear evidence that shows that student learning using 3D anatomical structures in VRLEs (i.e.WVBS-ATS) yields an improvement over the standard teaching modalities of text or 2D media. With respect to the educational effectiveness of 3D VR
Acknowledgement
This study was supported by NSC96-2628-S-025-001-MY2, NSC97-2511-S-039-001-MY3, and CMU98-S-050.
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