Enhancing Self-Learning in Higher Education with Virtual and Augmented Reality Role Games: Students’ Perceptions
Enhancing Self-Learning in Higher Education with Virtual and Augmented Reality Role Games: Students’ Perceptions
复制标题
通过虚拟和增强现实角色游戏加强高等教育的自学：学生的看法
DOI：
10.3390/virtualworlds2040020
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
P. C. Santana
中科院分区：
文献类型：
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作者：
Luis Valladares Ríos;RICARDO ACOSTA;P. C. Santana
本研究探讨了虚拟现实和增强现实角色游戏如何影响高等教育环境中的自我学习。采用了定性研究-行动方法，包括创建增强现实微故事，以鼓励创造力和批判性思维。通过角色扮演，学生们相互合作，加深了对课程的理解，提高了自我学习能力。研究结果表明，将虚拟现实和增强现实纳入高等教育对自主学习有积极影响，促进学生积极参与和有意义的学习体验。此外，学生们认为这些沉浸式教育方法弥合了虚拟和面对面学习环境之间的差距，最终提高了教育效果。
This study investigates how virtual and augmented reality role games impact self-learning in higher education settings. A qualitative research–action approach that involved creating augmented reality micro-stories to encourage creativity and critical thinking was used. Through role-playing, students collaborated and gained a deeper understanding of the course, improving their self-learning abilities. The findings indicate that incorporating virtual and augmented reality into higher education positively affects self-learning, promoting active student engagement and meaningful learning experiences. Additionally, students perceive these immersive educational methods as bridging the gap between virtual and in-person learning environments, ultimately leading to enhanced educational results.