Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training
Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR withi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2019-08-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/feduc.2019.00080/full |
| _version_ | 1818034285687341056 |
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| author | Brendan J. Concannon Shaniff Esmail Mary Roduta Roberts |
| author_facet | Brendan J. Concannon Shaniff Esmail Mary Roduta Roberts |
| author_sort | Brendan J. Concannon |
| collection | DOAJ |
| description | Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Conclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium. |
| first_indexed | 2024-12-10T06:36:44Z |
| format | Article |
| id | doaj.art-97a7f32d9aa3404292fc4ecd25ede191 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-10T06:36:44Z |
| publishDate | 2019-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-97a7f32d9aa3404292fc4ecd25ede1912022-12-22T01:58:54ZengFrontiers Media S.A.Frontiers in Education2504-284X2019-08-01410.3389/feduc.2019.00080456078Head-Mounted Display Virtual Reality in Post-secondary Education and Skill TrainingBrendan J. Concannon0Shaniff Esmail1Mary Roduta Roberts2Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, CanadaDepartment of Occupational Therapy, University of Alberta, Edmonton, AB, CanadaDepartment of Occupational Therapy, University of Alberta, Edmonton, AB, CanadaBackground: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Conclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.https://www.frontiersin.org/article/10.3389/feduc.2019.00080/fullvirtual reality (VR)head-mounted display (HMD)immersive technologyeducational technologyeducationtraining |
| spellingShingle | Brendan J. Concannon Shaniff Esmail Mary Roduta Roberts Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training Frontiers in Education virtual reality (VR) head-mounted display (HMD) immersive technology educational technology education training |
| title | Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training |
| title_full | Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training |
| title_fullStr | Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training |
| title_full_unstemmed | Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training |
| title_short | Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training |
| title_sort | head mounted display virtual reality in post secondary education and skill training |
| topic | virtual reality (VR) head-mounted display (HMD) immersive technology educational technology education training |
| url | https://www.frontiersin.org/article/10.3389/feduc.2019.00080/full |
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