A Longitudinal Study of Students' Perceptions of Immersive Virtual Reality Teaching Interventions
A Longitudinal Study of Students' Perceptions of Immersive Virtual Reality Teaching Interventions
复制标题
学生对沉浸式虚拟现实教学干预感知的纵向研究
DOI：
10.23919/ilrn52045.2021.9459334
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Hanneke du Preez
中科院分区：
文献类型：
--
作者：
Tanya Hill;Hanneke du Preez
在本科税务模块的讲座中，开发了一系列虚拟现实（VR）课程，以探索学生对使用VR作为教学干预的看法。本研究以技术接受模型（TAM）和沉浸式学习教育框架（EFiL）为理论框架，采用纵向多方法研究设计方法。通过三份调查问卷收集了566名学生一学年的数据，并进行了统计分析。还收集了学生的书面反思，并对这些反思进行了主题分析。结果表明，学生在课堂上接触VR之前，对参与VR教学干预持积极态度，并且在整个学年中，随着VR干预在三种不同场合的推出，他们一直保持积极态度。学生们的反映也非常积极，学生们认为VR是一种有效和创新的方式来加强学习。本研究的贡献可以在其使用纵向研究中找到，以提供对本科税务学生使用虚拟现实的看法的理解。
A series of virtual reality (VR) sessions was developed to explore students' perceptions of the use of VR as a teaching intervention during lectures in an undergraduate taxation module. The study was based on the theoretical framework of the Technology Acceptance Model (TAM) and the Educational Framework for immersive Learning (EFiL) and made use of a longitudinal multi-method research design approach. Data was gathered from 566 students over the academic year using three questionnaires which were statistically analyzed. Written reflections were also collected from students and these reflections were thematically analyzed. The results show that students were positive about participating in a VR teaching intervention before they had been exposed to VR in the classroom and that they remained positive throughout the academic year as the VR interventions were rolled out on three different occasions. Students' reflections were also overwhelmingly positive, and students believe that VR is an effective and innovative way to enhance learning. The contribution of this research can be found in its use of a longitudinal study to provide understanding of the perceptions of undergraduate taxation students of the use of VR.