How Learners Interact and Reflect Together in VR-Mediated Group Learning: Interplay of Immersed and Observed Experiences

Autor/in	Yang, Tingting
Titel	How Learners Interact and Reflect Together in VR-Mediated Group Learning: Interplay of Immersed and Observed Experiences
Quelle	(2023), (204 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-8757-1
Schlagwörter	Hochschulschrift; Dissertation; Computer Simulation; Cooperative Learning; Educational Environment; Educational Technology; Technology Uses in Education; Safety; Learner Engagement; Student Behavior; Student Attitudes; Interaction; Reflection + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computergrafik; Computersimulation; Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sicherheit; Student behaviour; Schülerverhalten; Interaktion
Abstract	The use of Virtual Reality (VR) as an educational tool is gaining attention due to its potential to provide immersive and authentic learning experiences. However, most schools cannot afford to provide individual access to VR, making VR-mediated group learning a promising solution for those with limited access to educational resources. Despite its potential benefits, there is a lack of research on the characteristics and group dynamics of this type of learning environment. To address this research gap, this qualitative case study investigated how learners with different roles (Performer in VR vs. Observer without direct access to VR) experience, reflect, and learn together in immersive VR-mediated group learning. The study involved forty-five students divided into nine groups who learned with an immersive VR-based pedestrian safety education program. An inductive data analysis approach was used to analyze the experiences, group reflection, and learning results of both the Performer and Observer roles. The study identified unique behaviors of the two roles and found that both were mentally immersed and cognitively engaged in solving problems in the VR program, albeit with different approaches to enact their thoughts. Additionally, the immersive VR-mediated group learning space that combined the virtual and physical environments emerged from the data analysis to explain how the two roles construct their individual and collective experiences in the group setting. Furthermore, this study revealed a four-stage guided group reflection model to explain how the Performer and Observer reflect on their unique and shared experiences with the guidance of the Facilitator. The study also provided critical findings that could inform future research and practice in VR-mediated group learning and reflection. The study found that both the Performer and Observer roles achieved similar learning results regarding their knowledge and behavior acquisition after the group learning. Both roles reported general satisfaction with their group learning experience, particularly with their shared recognition of the group reflection. In summary, this study sheds light on the interplay between immersed and observed experiences in immersive VR-mediated group learning and provides insights into the future research and practice of this learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01