Reference05：A Comparative Study of the Learning Outcomes and Experience of VR in Education
(Positive and negative applications of VR games/positive effects on learning) on VR immersive learning versus traditional learning styles.
Slavova, Y. and Mu, M. (2018) A comparative study of the learning outcomes and experience of VR in Education, University of Northampton’s Research Explorer. IEEE. Available at: https://pure.northampton.ac.uk/en/publications/a-comparative-study-of-the-learning-outcomes-and-experience-of-vr-2 (Accessed: December 24, 2022).
(Slavova and Mu,2018)
We conducted a comparative study of student performance on standardized assessments using VR and traditional lecture slides to deliver course content. The results suggest that improving virtual reality’s social interaction and productivity tools is crucial for their more significant impact on higher education.
For university students, knowledge acquisition, course performance, and interaction with tutors/peers are irreplaceable to the learning experience.
The findings suggest that students see virtual reality as an excellent add-on to existing course offerings rather than a disruptive tool that can replace the extensive lectures they receive during their university semester.
Students struggled to recall individually detailed and specific knowledge, such as a particular number, which could be attributed to the shift in attention to visual information in a virtual environment.
For the virtual reality group, students felt they would focus on animated graphics and visualizations on the screen when this information was provided.
Sixty percent of students strongly agreed that virtual reality technology was more interactive than reading or listening in class, and overall, students preferred the immersive environment for learning.
However, there was a wide variation in the ease of access to information. 10% disagreed, 20% were neutral, and 70% strongly agreed. This was attributed to the learning speed, and although it was possible to pause the virtual reality playback, most students were reluctant to interrupt the program. But slide-based learning allows students to take their own pace.
Ease of navigation in the hardware environment: Almost all students agreed that the graphical visualization looked more realistic and accurate. 70% agreed that visual interaction in virtual reality was more helpful than reading the text.
Conclusion: Quantitative and qualitative research methods were combined to triangulate the potential impact of virtual reality on learning in a higher education environment. Virtual reality is, at this stage, an ideal tool for short-term recall to not flush out the content of university lectures, especially in the context of blended learning. But further development of real-time interaction, textual semi-digital information collections, and note-taking is essential to improve the usability of VR for education.
Reference06：Effects of Using a Blended Learning Method on Students’ Achievement and Motivation to Learn English in Jordan: A Pilot Case Study
(Reasons why VR games can grow rapidly in the education sector) The impact of using blended learning methods on the achievement and motivation of Jordanian students in learning English: a pilot case study
<https://www.hindawi.com/journals/edri/2018/7425924/#results-and-discussion>
Oweis, T.I. (2018) Effects of using a blended learning method on students’ achievement and motivation to learn English in Jordan: A pilot case study, Education Research International. Hindawi. Available at: https://www.hindawi.com/journals/edri/2018/7425924/#results-and-discussion (Accessed: December 24, 2022).
(Oweis, 2018)
The increased motivation can also be attributed to the unfamiliar and novel elements of the English curriculum offered through the computer; the new is always interesting and exciting.
The results suggest that the high performance of the experimental group can be attributed to the advantages of the computer in providing information. The benefits of the computerized program may have contributed to the better performance of the students in the experimental group, who used mechanical materials that were designed to be attractive, exciting, and enjoyable for the students, containing visual and auditory features that went far beyond the rigid pictures in the book, thus making learning more enjoyable.
Reference07：Effects of e-learning on Students’ Motivation
(Reasons why VR educational games can grow rapidly in the education sector / Impact of e-learning on student motivation)
<https://www.sciencedirect.com/science/article/pii/S1877042815031985>
Harandi, S.R. (2015) Effects of e-learning on students’ motivation, Procedia – Social and Behavioral Sciences. Elsevier. Available at: https://www.sciencedirect.com/science/article/pii/S1877042815031985 (Accessed: December 24, 2022).
Volume 181, 11 May 2015, Pages 423-430
(Harandi, 2015)
Objective of the research
The purpose of this study is to determine whether use of e-learning in higher education affects students’ motivation.
Analyses and Results
In order to test the hypotheses, an expert-designed questionnaire was used for e-learning and intrinsic motivation. The results showed that there is a significant relationship between e-learning and students’ motivation, and that there is not a significant difference in relationship between e-learning and students’ motivation in different ages and different levels of education.
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Conclusion
This study highlighted the significant relationship between e-learning and students’ motivation, so it would be fascinating to utilize e-learning as a standard device in the instruction of university students. However, the following points should be cautiously regarded before utilizing e-learning in teaching.
Reference08：A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
(Reasons why VR games can develop rapidly in the education sector) A longitudinal mixed methods study of Norwegian in-service teachers’ beliefs about sources of pedagogical knowledge and motivation to learn from theory and practice
<https://journals.sagepub.com/doi/full/10.1177/00224871221105813>
Ferguson, L.E. et al. (2022) A longitudinal mixed methods study of Norwegian preservice teachers’ beliefs about sources of teaching knowledge and motivation to learn from theory and practice: Semantic scholar, Journal of Teacher Education. Available at: https://doi.org/10.1177/00224871221105813 (Accessed: December 24, 2022).
(Ferguson et al, 2022)
Participants endorsed three types of sources of knowledge about teaching differently, relying more on practical experiences than on theoretically oriented, formalized sources of knowledge, and relying less on social and popular media than on both practical experiences and formalized sources of knowledge.