An Exploration of Desktop Virtual Reality and Visual Processing Skills in a Technical Training Environment

Autor/inn/en	Ausburn, Lynna J.; Ausburn, Floyd B.; Kroutter, Paul
Titel	An Exploration of Desktop Virtual Reality and Visual Processing Skills in a Technical Training Environment
Quelle	In: Journal of Educational Technology, 6 (2010) 4, S.43-54 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Computer Simulation; Visual Perception; Comparative Analysis; Conventional Instruction; Surgery; Nursing Education; Technical Education; Quasiexperimental Design; Cognitive Processes; Difficulty Level; Theories; Communication (Thought Transfer); Classification; Cognitive Style; Statistical Analysis; Instructional Effectiveness; Nursing Students; Qualitative Research; Teacher Attitudes; Student Attitudes; Vocational Education Teachers; Content Analysis + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Visuelle Wahrnehmung; Chirurgie; Pflegepädagogik; Technikunterricht; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Theory; Theorie; Communication; thought; Kommunikation; Gedanke; Classification system; Klassifikation; Klassifikationssystem; Cognitive styles; Kognitiver Stil; Statistische Analyse; Unterrichtserfolg; Qualitative Forschung; Lehrerverhalten; Schülerverhalten; Ausbilder; Inhaltsanalyse
Abstract	Virtual reality (VR) technology has demonstrated effectiveness in a variety of technical learning situations, yet little is known about its differential effects on learners with different levels of visual processing skill. This small-scale exploratory study tested VR through quasi-experimental methodology and a theoretical/conceptual framework based on supplantation theory, cognitive load theory, Dale's Cone of media concreteness, communication theory, and Lowenfeld's visual/haptic perceptual typology. The study compared the differential effects of VR and traditional still-image presentations of surgical operating room environments to students with high- and low-visual perceptual styles. Descriptive statistics and two-way ANOVAs were used to examine main and interaction effects on six learning performance and opinion variables. Several significant main effects and disordinal interactions suggested that communication channel noise and cognitive load may disrupt supplantation-concreteness benefits of VR, particularly for low-visual learners. Follow-up qualitative data suggested these overload issues may have dissipated when the VR presentation was moved into a classroom learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01