Student Perceptions of Semester-Long In-Class Virtual Reality: Effectively Using "Google Earth VR" in a Higher Education Classroom

Autor/in	Hagge, Patrick
Titel	Student Perceptions of Semester-Long In-Class Virtual Reality: Effectively Using "Google Earth VR" in a Higher Education Classroom
Quelle	In: Journal of Geography in Higher Education, 45 (2021) 3, S.342-360 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1827376
Schlagwörter	Student Attitudes; Geography Instruction; Universities; Teaching Methods; Geographic Information Systems; Computer Software; Lecture Method; Video Technology; Undergraduate Students; Virtual Classrooms; Best Practices; Course Descriptions; Arkansas + Suchen Sie Ihr Suchwort? Schülerverhalten; Geography education; Geography lessons; Geografieunterricht; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan
Abstract	Virtual reality (VR) usage is increasing in higher education, yet VR retains significant financial, technological, and time costs. Given these challenges, understanding student perceptions of the legitimacy of educational VR is important. In-class VR was introduced in two semesters with four total face-to-face Geography courses at Arkansas Tech University. Throughout each semester, individual students periodically used the HTC Vive's Google Earth VR app to virtually visit places relevant to that day's lecture. The VR video was mirrored to a classroom screen for all students to see. These VR sessions formed parts of many class meetings, in contrast to recent studies that examine educational VR as short-term experiments or out-of-classroom trials. Students were surveyed about their perceptions before and after the semester, and overall student views of classroom VR were positive. Perceptions were similar between students who used VR in class and students who did not. These findings are important as educational institutions continue to invest more time and resources into VR. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01