Empowering Students to Create Better Virtual Reality Applications: A Longitudinal Study of a VR Capstone Course
Empowering Students to Create Better Virtual Reality Applications: A Longitudinal Study of a VR Capstone Course
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帮助学生创建更好的虚拟现实应用：VR 顶点课程的纵向研究
DOI：
10.15388/infedu.2016.15
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
T. Takala
中科院分区：
文献类型：
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作者：
Tuukka M. Takala;L. Malmi;Roberto Pugliese;T. Takala
． 在本文中，我们介绍了我们每年组织的虚拟现实（VR）顶点课程的教学经验。我们回顾了课程的三次迭代，在此期间共有45名学生完成了课程，并实现了16个VR应用程序。我们的对比分析描述了学生对课程的评价，他们创建的应用程序，以及他们的发展经历。结果表明，我们对课程和所使用软件的逐步改进得到了回报，因为最新的课程迭代比较产生了最好的反馈和最高质量的VR应用程序。我们的学习评估分析表明，我们的课程在教授VR应用开发和让学生达到个人学习目标方面是有效的。我们还介绍了在课程中成功使用的RUIS工具包，并展示了更好的软件工具包如何影响开发体验，并允许学生创建更令人印象深刻的应用程序的证据。最后，我们分享了五年来教学课程的经验教训，介绍了VR课程组织者在教学，软件和硬件方面的几个实际考虑因素。
. In this paper we present our experiences of teaching an annually organized virtual reality (VR) capstone course. We review three iterations of the course, during which a total of 45 students completed the course and 16 VR applications were implemented. Our comparative analysis describes the students’ evaluation of the course, the applications created by them, and their development experiences. The results suggest that our gradual improvements on the course and the utilized software paid off, as the latest of the compared course iterations produced the best feedback and the highest quality VR applications. Our learning assessment analysis reveals that our course is effective in teaching VR application development and having students meet their personal learning goals. We also bring forward our RUIS toolkit that was used in the course with success, and present evidence on how better software toolkits can affect the development experience and allow students to create more impressive applications. Finally we share the lessons learned during five years of teaching the course, introducing several practical considerations for VR course organizers regarding pedagogics, software, and hardware.