The perceived effectiveness regarding Immersive Virtual Reality learning environments changes by the prior knowledge of learners
The perceived effectiveness regarding Immersive Virtual Reality learning environments changes by the prior knowledge of learners
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沉浸式虚拟现实学习环境的感知有效性会因学习者的先验知识而变化
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Zeynep Taçgın
中科院分区：
文献类型：
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作者：
Zeynep Taçgın
一个IVRLE的感知有效性可以区分取决于以前的知识学习者。本研究旨在探讨沉浸式虚拟实境学习环境（IVRLE）的特徴，并评估其在学习、态度与信心子概念下的知觉模拟效能。本研究设计了一个IVRLE使用手势互动教学术前外科手术程序和概念，本科护理学生。IVRLE实施不同层次的护理学生，比较他们对这种学习环境的感知效果。本研究包括两个主要阶段，探索感知模拟的有效性。在第一阶段，14名三年级护理志愿者学生每人在一个月内完成四次IVRLE的学习场景。他们应用修订后的调查来评估每次会议后IVRLE的效率。在第二阶段，57名一年级护生经历了一次相同的IVRLE。使用Freidman和Wilcoxon的非参数统计检验分析从第一阶段收集的数据。以一年级学生为研究对象，以单样本t检定进行资料分析，并计算皮尔森系数以探讨各分量表之间的关系。第一阶段的研究结果表明，第1- 4和第3- 4次实施之间的统计学意义，有利于信心分量表。第二阶段分析发现学习信心、学习态度与态度信心之间有显著相关。在使用IVR系统作为学习工具之前，学习者应该熟悉IVR技术。本研究结果强调在设计综合性学习策略时，应考虑学习者的学习成果、能力和期望。本研究表明，有针对性的、精心设计的综合性语言学习策略有助于提高学习者对实践技能的信心。
The perceived effectiveness of an IVRLE may distinguish depending on the previous knowledge learners. The purpose of this research is to investigate the features of an immersive virtual reality learning environment (IVRLE) and to evaluate its perceived simulation effectiveness under the learning, attitude, and confidence sub-concepts. This study designed an IVRLE using gesture interaction for teaching preoperative surgical procedures and concepts to undergraduate nursing students. IVRLE implemented on different level nursing students to compare their perceived effectiveness regarding this learning environment. This research includes two main phases to explore perceived simulation effectiveness. In the first phase, each of 14 volunteer 3rd-year nursing students completed the learning scenario of IVRLE four times in a month. They applied the revised survey to assess the efficiency of this IVRLE after each session. In the second phase, 57 1st-year nursing students experienced same IVRLE for once. The data gathered from the first phase was analyzed using Freidman and Wilcoxon’s non-parametric statistical tests. The data collected from 1st-year students was analyzed using a one-sample t-test, and the Pearson coefficient was calculated to discover the relationship between subscales. The findings of the first phase indicated a statistical significance among 1-4th and 3-4th implementations in favor of confidence subscale. The second phase analysis found a significant relationship between learning-confidence, learning-attitude, and attitude-confidence. Before using IVR systems as a learning tool, learners should be familiar with IVR technologies. The results of this research emphasize to design IVRLEs considering the desired learning outcomes, abilities, and expectations of the learners. This study showed that targeted and well-designed IVRLE helps to improve the confidence of learners in practical skills.