An Analysis of Personalized Learning Opportunities in 3D VR
Due to its constantly developing technological background, VR and AR technology has been gaining increasing popularity not just in industry or business but in education as well. Research in the field of Cognitive Infocommunications (CogInfoCom) shows that using existing digital technologies, online...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-09-01
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| Series: | Frontiers in Computer Science |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fcomp.2021.673826/full |
| _version_ | 1818717780059357184 |
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| author | Ildikó Horváth |
| author_facet | Ildikó Horváth |
| author_sort | Ildikó Horváth |
| collection | DOAJ |
| description | Due to its constantly developing technological background, VR and AR technology has been gaining increasing popularity not just in industry or business but in education as well. Research in the field of Cognitive Infocommunications (CogInfoCom) shows that using existing digital technologies, online collaboration and cooperation technologies in 3D VR supports cognitive processes, including the finding, processing, memorization and recalling of information. 3D VR environments are also capable of providing users with a much higher level of comprehension when it comes to sharing and interpreting digital workflows. The paper presents a study carried out with the participation of 90 students. The aim of this study is to investigate how the application of 3D VR platforms as personalized educational environments can also increase VR learning efficiency. Besides considering participants’ test performance, metrics such as results on visual, auditory and reading-based learning tests for information acquisition, as well as responses on Kolb’s learning styles questionnaires are taken into consideration. The participants’ learning styles, information acquisition habits were also observed, allowing us to create and offer a variety of learning pathways based on a variety of content types in the 3D VR environment. The students within the study were divided into two groups: a test group receiving personalized training in the MaxWhere 3D VR classroom, and a control group that studied in a general MaxWhere 3D VR space. This research applies both quantitative and qualitative methods to report findings. The goal was to create adaptive learning environments capable of deriving models of learners and providing personalized learning experiences. We studied the correlation between effectiveness of the tasks and Kolb’s learning styles. The study shows the major importance of choosing the optimal task type regarding each Kolb learning style and personalized learning environment. The MaxWhere 3D spaces show a high potential for personalizing VR education. The non-intrusive guiding capabilities of VR environments and of the educational content integrated in the 3D VR spaces were very successful, because the students were able to score 20 percent higher on the tests after studying in VR than after using traditional educational tools. Students also performed the same tasks with 8-10 percent faster response times. |
| first_indexed | 2024-12-17T19:40:35Z |
| format | Article |
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| institution | Directory Open Access Journal |
| issn | 2624-9898 |
| language | English |
| last_indexed | 2024-12-17T19:40:35Z |
| publishDate | 2021-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Computer Science |
| spelling | doaj.art-883e42eb0e624153a3ade46a2b6857ce2022-12-21T21:35:01ZengFrontiers Media S.A.Frontiers in Computer Science2624-98982021-09-01310.3389/fcomp.2021.673826673826An Analysis of Personalized Learning Opportunities in 3D VRIldikó HorváthDue to its constantly developing technological background, VR and AR technology has been gaining increasing popularity not just in industry or business but in education as well. Research in the field of Cognitive Infocommunications (CogInfoCom) shows that using existing digital technologies, online collaboration and cooperation technologies in 3D VR supports cognitive processes, including the finding, processing, memorization and recalling of information. 3D VR environments are also capable of providing users with a much higher level of comprehension when it comes to sharing and interpreting digital workflows. The paper presents a study carried out with the participation of 90 students. The aim of this study is to investigate how the application of 3D VR platforms as personalized educational environments can also increase VR learning efficiency. Besides considering participants’ test performance, metrics such as results on visual, auditory and reading-based learning tests for information acquisition, as well as responses on Kolb’s learning styles questionnaires are taken into consideration. The participants’ learning styles, information acquisition habits were also observed, allowing us to create and offer a variety of learning pathways based on a variety of content types in the 3D VR environment. The students within the study were divided into two groups: a test group receiving personalized training in the MaxWhere 3D VR classroom, and a control group that studied in a general MaxWhere 3D VR space. This research applies both quantitative and qualitative methods to report findings. The goal was to create adaptive learning environments capable of deriving models of learners and providing personalized learning experiences. We studied the correlation between effectiveness of the tasks and Kolb’s learning styles. The study shows the major importance of choosing the optimal task type regarding each Kolb learning style and personalized learning environment. The MaxWhere 3D spaces show a high potential for personalizing VR education. The non-intrusive guiding capabilities of VR environments and of the educational content integrated in the 3D VR spaces were very successful, because the students were able to score 20 percent higher on the tests after studying in VR than after using traditional educational tools. Students also performed the same tasks with 8-10 percent faster response times.https://www.frontiersin.org/articles/10.3389/fcomp.2021.673826/fullcognitive infocommunicationslearning efficiencyaffective learningpersonalizationmulti-sensory educationVR learning |
| spellingShingle | Ildikó Horváth An Analysis of Personalized Learning Opportunities in 3D VR Frontiers in Computer Science cognitive infocommunications learning efficiency affective learning personalization multi-sensory education VR learning |
| title | An Analysis of Personalized Learning Opportunities in 3D VR |
| title_full | An Analysis of Personalized Learning Opportunities in 3D VR |
| title_fullStr | An Analysis of Personalized Learning Opportunities in 3D VR |
| title_full_unstemmed | An Analysis of Personalized Learning Opportunities in 3D VR |
| title_short | An Analysis of Personalized Learning Opportunities in 3D VR |
| title_sort | analysis of personalized learning opportunities in 3d vr |
| topic | cognitive infocommunications learning efficiency affective learning personalization multi-sensory education VR learning |
| url | https://www.frontiersin.org/articles/10.3389/fcomp.2021.673826/full |
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