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沉浸式虚拟现实计算机组装严肃游戏以增强自主学习。

Immersive virtual-reality computer-assembly serious game to enhance autonomous learning.

作者信息

Checa David, Miguel-Alonso Ines, Bustillo Andres

机构信息

Departamento de Ingeniería Informática, Universidad de Burgos, Burgos, Spain.

出版信息

Virtual Real. 2021 Dec 23:1-18. doi: 10.1007/s10055-021-00607-1.

DOI:10.1007/s10055-021-00607-1
PMID:34961808
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8695959/
Abstract

UNLABELLED: Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate's introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students ( = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10055-021-00607-1.

摘要

未标注：沉浸式虚拟现实（VR）环境能营造出非常强烈的临场感和沉浸感。如今，尤其是在需要学生隔离和在线自主学习的情况下，这种感觉能比传统教学带来更高的满意度和学习效率。然而，到目前为止，VR工具的学习成果尚未证明其相对于传统教学的优势。该项目展示了一款用于教授与计算机硬件组装相关概念的VR严肃游戏。这些概念通常包含在任何计算机科学专业本科生的入门课程中。学习成果通过对先前知识的预测试、满意度/可用性测试以及关于知识获取的后测试来评估，后测试由不同知识领域的问题构成。将VR严肃游戏的结果与另外两种适用于在线学习的学习方法进行比较：（1）在线传统讲座；（2）在台式电脑上玩同样的严肃游戏。为此组建了一个庞大的学生样本（n = 77）。结果表明，由于学习满意度更高，VR严肃游戏在改善学生禁闭期间的幸福感方面具有强大潜力。此外，易用性和游戏内教程的使用与游戏用户的满意度和表现直接相关。这项研究的主要新颖之处与学业成绩有关。尽管与其他方法相比，VR应用在学习理论知识方面的效果非常有限，但通过视觉知识、理解以及在不同概念之间建立联系，这种效果得到了显著改善。因此可以得出结论，所提出的VR严肃游戏有潜力通过让学生对主题有更深入的理解来提高学生的学习效果，进而提高学生的满意度。 补充信息：在线版本包含可在10.1007/s10055-021-00607-1获取的补充材料。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/443c85575659/10055_2021_607_Fig10_HTML.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/bc6cd1e5a1da/10055_2021_607_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/8efd7c6bfc91/10055_2021_607_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/51ea37c2de0f/10055_2021_607_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/8e2123899932/10055_2021_607_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/38ec80a231fe/10055_2021_607_Fig6_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/67966fc0b057/10055_2021_607_Fig7_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/d451c1124fa6/10055_2021_607_Fig8_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/af00513607b2/10055_2021_607_Fig9_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/3d56/8695959/443c85575659/10055_2021_607_Fig10_HTML.jpg

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本文引用的文献

[1]
Effectiveness of Virtual Versus Physical Training: The Case of Assembly Tasks, Trainer's Verbal Assistance, and Task Complexity.

IEEE Comput Graph Appl. 2020

[2]
Recommendations for Methodology of Virtual Reality Clinical Trials in Health Care by an International Working Group: Iterative Study.

JMIR Ment Health. 2019-1-31

[3]
The effectiveness of virtual and augmented reality in health sciences and medical anatomy.

Anat Sci Educ. 2017-4-17

[4]
Effects of Different Types of Virtual Reality Display on Presence and Learning in a Safety Training Scenario.

IEEE Trans Vis Comput Graph. 2017-1-16

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