Virtual Reality-based Environments for Learning and Training

Proceedings e-society, 2006

Designers and evaluators of Educational Virtual Environments (EVEs) often exploit the technological characteristics of Virtual Reality (VR) in order to develop and evaluate educational applications. We believe that the essential contribution of VR, as any Information and Communication Technologies (ICT) based learning environment to the learning process, comes through the pedagogical exploitation and certain features that arise from the technological characteristics. Based on the characteristics of three dimensional spatial representations, multisensory channels for user interaction, immersion, and intuitive interaction through natural manipulations in real time, we compile some features of the EVEs that contribute to learning outcomes. These features are complete at will navigation, first -person point of view, natural semantics, size, transduction, reification, autonomy and presence. Based on empirical data from our previous EVEs and a virtual laser laboratory, we believe that these features may contribute to positive learning outcomes combined together with other factors of the learning process.

2020

This paper focuses on a utilization of advanced virtual reality approaches and technologies as especially progressive tools in the context of online education, training and testing. The purpose of the utilization is to allow easier, faster and more attractive education and training in the areas containing topics and concepts that are not easy to comprehend or that are too expensive to be carried out in the real world. The paper explores collaborative virtual reality and its role in online education, primarily from the LIRKIS G-CVE utilization point of view. LIRKIS G-CVE is a web-based collaborative virtual reality system, based on the A-Frame and Networked-Aframe software solutions. LIRKIS G-CVE is described and three of its educational and training applications are presented: virtual environments for a university course dealing with virtual reality, an environment for patient rehabilitation and another one for an industrial training. Plans for LIRKIS G-CVE utilization in elementary...

Similar to many of human discoveries and inventions, the world of Virtual Reality was once merely a figment of imagination. Science fiction stories and movies were once fabricated to imagine a world in which one could mix reality with fantasy. The notion of creating such an atmosphere in the real sphere was once as far-fetched as building an actual time machine. However, as the growth of technology and the advancement of human knowledge have increased rapidly, so have the tools humans have made to achieve more technological goals. This chapter focuses on the history of Virtual Reality (VR) and Virtual Environments (VEs) in the fields of education, language teaching, and teacher training/professional development. Readers will go through a journey of how virtual environments came into existence, what areas they have been beneficial in, and where the virtual reality roads can lead us in the future.

ICAT-EGVE2023, 2023

Past studies have shown that virtual reality (VR) is an advantageous medium to learn or train in various situations over traditional methods. Virtual environments are usually modeled and implemented to be representative of the training situations. However, in an objective to maximize the effectiveness and efficiency of VR for knowledge transfer, we may wonder whether the virtual environment itself really matters or not. In this paper, we propose to compare two different virtual environments implemented for the same training purpose. The scenario chosen relates to learning the right procedure to limit the spread of viruses. The two environments have been designed to be radically opposed: the first one is a dreamlike environment, while the second represents a medical laboratory. A user study was performed to compare the level of engagement and knowledge acquired by the participants in both environments. User experience, commitment, emotion and learning outcomes were measured. Results indicate no significant difference in the environment design on learning, feeling, commitment and sense of presence. CCS Concepts • Human-centered computing → Virtual reality; • Applied computing → Interactive learning environments;

Journal of Network and …, 1999

WWWIC, the NDSU World Wide Web Instructional Committee, is engaged in developing a range of virtual environments for education. These projects span a range of disciplines, from earth science to anthropology, and from business to biology. However, all of these projects share a strategy, a set of assumptions, an approach to assessment, and an emerging tool set, which allows each to leverage from the insights and advances of the others. This is an extended and modified version of a paper presented at ED-MEDIA 99, where it received a top paper award. The ED-MEDIA conference series is organized by AACE, see

Economy Transdisciplinarity Cognition, 2024

Currently, Virtual Reality (VR) technology is gaining popularity across various fields, proving to optimize the workflow of numerous tasks. Its native-level application succeeds in immersing users within a virtual environment, primed for the task at hand. A term often associated with the VR domain is "immersion." Immersion is defined [1] as a deep personal involvement that induces a lack of awareness of time and the real world. The virtual displays and the quality of the immersive experience are key factors in enhancing user experience. This paper explores various methods of implementing VR technology in educational programs with the aim of proposing a methodology for creating a multiuser teaching/learning system based on VR technology. Utilizing modern equipment, VR-based teaching systems have the potential to become tools geared towards collaboration, multimedia resource engagement, personal development, Massive Open Online Courses (MOOCs), Role-Playing Games (RPGs), and social media, thanks to simulations and other adjacent technologies. Using virtual reality in the classroom allows students and teachers to work together. The analysis will also take into account the long-term retention of learned material as well as the scalability and sustainability of VR solutions in education. Furthermore, the impact of VR on student motivation and engagement in learning will be examined. Taking these factors into account, the analysis aims to provide a comprehensive understanding of the potential and limitations of VR, as well as traditional classroom instruction, identifying the most effective educational approach that leverages the strengths of both methods.

Journal of Network and Computer Applications, 1999

WWWIC, the NDSU World Wide Web Instructional Committee, is engaged in developing a range of virtual environments for education. These projects span a range of disciplines, from earth science to anthropology, and from business to biology. However, all of these projects share a strategy, a set of assumptions, an approach to assessment, and an emerging tool set, which allows each to leverage from the insights and advances of the others. This is an extended and modified version of a paper presented at ED-MEDIA 99, where it received a top paper award. The ED-MEDIA conference series is organized by AACE, see

2012

Advanced 3D virtual environment technology, similar to that used by the film and computer games industry can allow educational developers to rapidly create realistic 3D, virtual environments. This technology has been used to generate a range of interactive learning environments across a broad spectrum of industries and educational application areas. Virtual Reality (VR) simulators represent a powerful tool for learning and teaching. The idea is not new. Flight simulators have been used for decades to train pilots for both commercial and military aviation. These systems have advanced to a point that they are integral to both the design and the operation of modern aircraft [1, 2]. There are a number of lessons that can be learned from other industries that have successfully utilised virtual training and learning systems for a number of years. Generic rules of thumb regarding the specification, development, application and operation of these learning environments can be garnered from other industrial training systems and examined in an educational context [3, 4, 5, 6, 7]. This paper will introduce a virtual learning environment which has been developed by the authors. During the implementation of this, and other, visual learning environments a number of complex operational problems have been encountered, these have required a number of innovative solutions and management procedures to be developed. The paper will also discuss the implementation of these systems and extrapolate the lessons learnt into general guidelines to be considered for the development of VR based educational learning resources. These guidelines will then be discussed in the context of the development of ViRILE (Virtual Reality Interactive Learning Environment). This software is designed for use by undergraduate chemical engineers and simulates the configuration and operation of a polymerisation plant [4].

2, 2020

The use of computing technologies in human learning is rapidly growing and advancing in various fields of learning and training. Virtual reality (VR) is one of the growing computer techniques used in schools and training institutes to help improve students' learning experience, create an interactive environment and build students' confidence while working in a physical environment. The benefits of using virtual reality are yet to be fully explored in all fields of endeavour. Virtual reality has been applied in the field of medicine for rehabilitation of patients and in training of medical students. In addition, it has been used in operations management, manufacturing processes and design as well as in the aviation industry for the dissemination of safety information, and maintenance. VR holds great and promising prospects in education, tourism, entertainment, and architecture. Hence, this paper presents a review of the trends of applications of virtual reality technologies, its potentials and prospects for learning in various fields.

2010

This paper proposes a model to identify education and/or training emphasis for 3D Virtual Environments. Through a survey of such applications specific characteristics of each emphasis were identified. Although few authors highlight the distinction between Virtual Environments for Education and Training, the correct definition of each of these types can facilitate the attainment of educational goals for the niche one wants to accomplish. In this study a special focus is given to the training applications, with the proposal of a standardization of the "training modes" based on a functional conceptual framework. At the end of the article a case study of a desktop Virtual Reality (VR) system for training will be presented. This system includes a maintenance sub-system in a Hydroelectric Energy Unit, using a "learn by doing" approach.

2014

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online vir-tual environments. This technology has been used to generate a range of interactive Virtual Real-ity (VR) learning environments across a spectrum of industries and educational application areas. This idea is not new; flight simulators have been used for decades to train pilots for both com-mercial and military aviation. These systems have advanced to a point that they are integral to both the design and the operation of modern aircraft (Adams, Klowden, & Hannaford, 2001; Mastaglio & Callahan, 1995). There are a number of lessons that can be learned from the indus-tries that have successfully utilised virtual training and learning systems. Generic rules of thumb regarding the specification, development, application, and operation of these learning environ-ments can be garnered from these industrial training systems and examined in an educational con-text (Grunwald & Corsbie-Massay, 2006; Schofield, Lester, & Wilson, 2004; Tromp & Schofield, 2004). This paper introduces a virtual learning environment ViRILE (Virtual Reality Interactive Learn-ing Environment) developed by the author. ViRILE is designed for use by undergraduate chemi-cal engineers to simulate the configuration and operation of a polymerisation plant. During the implementation of this, and other, visual learning environments a number of complex operational problems were encountered; these have required a number of innovative solutions and management procedures to be developed. This paper will also discuss the implementation of this and other similar systems and extrapolate the lessons learnt into general pedagogical guidelines to be considered for the development of VR based online educational learning resources.

2019

This article presents different ways in which new virtual reality technologies can be used in the development of software applications dedicated to supporting organizational learning / training processes. Thus, virtual reality can offer employees of enterprises in the Romanian economy access to an advanced training system by creating virtual environments that simulate real scenarios in which users have total freedom of movement and interaction with the constituent elements. Virtual Reality addresses to senses and perception. The VR technologies presented in this article address not only basic senses such as vision or hearing, but also senses such as balance or intuition. Thus, the brain is helped by the entire sensory system to receive a rich flow of information that starts from the environment and comes to mind. Therefore, if we present the artificially created information to the senses, the way in which reality is perceived will also be altered. In this context, we will also prese...

Themes in Science and Technology Education, 2012

This article covers the application of virtual reality (VR) to training and lifelong learning. A number of considerations concerning the design of VR applications are included. The introduction is dedicated to the more general aspects of applying VR to training. From multiple perspectives, we will provide an overview of existing applications with their main purposes and go into more depth on certain learning areas. Recent developments of virtual environments for training and lifelong learning are analyzed, followed by an analytical viewpoint on design, advocating more explicit paradigmatic considerations and development of generic design methods. These approaches and proposals are aimed at better exploiting the uniqueness of VR and designing more effective virtual environments. Finally, a number of conclusions will be drawn for future technology-enhanced training and for lifelong learning using VR.

Proc. ICEE2000, 2000

This work presents an experience in the use of Virtual Environments of Learning in Descriptive Geometry teaching. An environment was created based on HTML, compiled with HTML Help Workshop of Microsoft, that unites theoretical contents in the hypertext form and visual tools as photos, animations and Virtual Reality. The use of this sets, into the class room, together with new evaluation forms it increased the approval level and the quality of the approved students' learning. These techniques can be used in several other disciplines of several courses and not only of Engineering, always where there is need of sophisticated visual resources.

2023

Since quite some time ago, research has been conducted on the potential benefits of employing virtual reality (VR) in educational settings. In the published research, there are descriptions of a great number of VR applications; nevertheless, there is no necessity for a comprehensive analysis of these goods. The usage of virtual reality (VR) in educational settings is becoming increasingly common. It is necessary for students to have experience in a virtual business environment in order to adequately prepare them for the obstacles that they will face in the real business world. Because students frequently grow fatigued when learning new information, we need to use virtual reality to assist students in becoming experts. The utilisation of virtual environments as a teaching tool in the fields of computer science, physical science, and biological science is becoming increasingly important. Numerous studies have been conducted to investigate the usefulness of virtual reality (VR) in the field of science education, with a special emphasis on how students' learning, motivation, and attitude change as a result of utilising VR. Although there is not a significant difference in learning results when comparing virtual reality (VR) to other active learning experiences, there have been favourable effects reported in some studies that compare VR to more conventional learning environments. [Citation needed] Studies on the application of virtual reality (VR) in the classroom have shown positive effects on students' academic performance as well as their levels of interest and their overall learning experiences. One example of a scientific talent that has been found to improve with the introduction of virtual reality is the user's capacity to conceptualise abstract ideas (VR). Virtual reality (VR) is becoming an increasingly popular topic of discussion among teachers of foreign languages. As a result of the rapid pace at which both the functionality of this technology and the potential advantages it could bring to educational settings are undergoing development, it can be challenging for educators to acquire a comprehensive understanding of both aspects. When it was brought up in the commercial sector vs when it was debated in academic settings during the 1990s, the phrase "virtual reality" appeared to have different implications in each context. Consumer literature from the same era, on the other hand, almost invariably refers to it as a headmounted display or headset that enables interaction via head and/or body rotation and/or motion. Under the general heading of "virtual reality," there are three distinct categories of interactive experiences that are based on these aspects(VR).