TY - GEN
T1 - A Pilot Study Investigating Student Interaction Preferences in Immersive Virtual Reality Environments
AU - Gill, Amarpreet S.
AU - Irwin, Derek S.
AU - Mareta, Sannia
AU - Towey, Dave
AU - Wang, Alan
AU - Zhang, Yanhui
N1 - Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - Since the outbreak of the COVID-19 pandemic, University of Nottingham Ningbo China (UNNC), the first Sino-foreign university in China, has been committed to digital transformation and increasing its technological capabilities and online provisions. At the forefront is Virtual Reality (VR), which is becoming more affordable and accessible. Immersive VR (iVR) is often referred to as the ultimate version of VR, and can be enhanced through sensory interfaces, such as audio and haptic. The present paper describes an iVR pilot study based on the virtual experiences of Design History, developed by V-ROOM, a special division within UNNC that focuses on digital pedagogy, and UNNC's BEng Product Design and Manufacture (PDM) program. The study explores student preferences and efficacy regarding interaction interfaces and presentation types for learning content within iVR environments. The analysis is based on post-experience questionnaires, (pre/post) comprehension tests, students' statements, and researchers' observations. Results show that interaction interface types play a pivotal role in immersion and engagement within these environments, and that learning content utilising microlearning and/or gamification elements are preferred.
AB - Since the outbreak of the COVID-19 pandemic, University of Nottingham Ningbo China (UNNC), the first Sino-foreign university in China, has been committed to digital transformation and increasing its technological capabilities and online provisions. At the forefront is Virtual Reality (VR), which is becoming more affordable and accessible. Immersive VR (iVR) is often referred to as the ultimate version of VR, and can be enhanced through sensory interfaces, such as audio and haptic. The present paper describes an iVR pilot study based on the virtual experiences of Design History, developed by V-ROOM, a special division within UNNC that focuses on digital pedagogy, and UNNC's BEng Product Design and Manufacture (PDM) program. The study explores student preferences and efficacy regarding interaction interfaces and presentation types for learning content within iVR environments. The analysis is based on post-experience questionnaires, (pre/post) comprehension tests, students' statements, and researchers' observations. Results show that interaction interface types play a pivotal role in immersion and engagement within these environments, and that learning content utilising microlearning and/or gamification elements are preferred.
KW - Immersive virtual reality
KW - digital pedagogy
KW - educational technology
KW - engineering education
KW - student engagement
KW - student preferences
UR - http://www.scopus.com/inward/record.url?scp=85163823722&partnerID=8YFLogxK
U2 - 10.1109/TALE54877.2022.00029
DO - 10.1109/TALE54877.2022.00029
M3 - Conference contribution
AN - SCOPUS:85163823722
T3 - Proceedings - 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2022
SP - 133
EP - 140
BT - Proceedings - 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2022
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 11th IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2022
Y2 - 4 December 2022 through 7 December 2022
ER -