Using Low-Immersive Virtual Reality in Online Learning: Field Notes from Environmental Management Education

Autor/inn/en	Rawson, Rebecca; Okere, Uchechukwu; Tooth, Owen
Titel	Using Low-Immersive Virtual Reality in Online Learning: Field Notes from Environmental Management Education
Quelle	In: International Review of Research in Open and Distributed Learning, 23 (2022) 4, S.211-221 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computer Simulation; Technology Uses in Education; Electronic Learning; Environmental Education; Distance Education; Graduate Students; Computer Software; Student Attitudes + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten
Abstract	Recent research in the field of virtual reality (VR) education is dominated by the application, experience, and effectiveness of high-immersive environments. However, high-immersive VR may not be accessible to all learners, with online distance learning students in particular unable to fully engage without being supplied with appropriate accessories. These field notes shed light on the role of low-immersive VR as a desktop tool for online distance learning students, exploring student experience of using 360° virtual spaces to undertake a summative assessment. Primary data collection in the form of an anonymous online survey was employed to gather feedback from postgraduate environmental management students who used lowimmersive VR to undertake an environmental management system audit of a university campus. Quantitative results were analysed using descriptive statistics and qualitative responses using thematic analysis. Findings indicated that with guidance from the academic teaching staff and practice using the software, the majority of students felt both prepared and happy to undertake a summative assessment using VR spaces. Skills development and an appreciation of the effectiveness of the assessment approach were also highlighted as positive outcomes reinforcing findings from literature on the value of VR to improve learning outcomes particularly with practical tasks. Limitations of the assessment content and software were however noted by students, but both could be resolved with adaptations to the tool. It is hoped this research will be valuable to online education providers to demonstrate the value of using low-immersive VR within their programmes. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01