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10 results for “immersion education”
Dataset related to article "How Academics and the Public Experienced Immersive Virtual Reality for Geo-education"
<p>The dataset is associated with the paper entitled: How Academics and the Public Experienced Immersive Virtual Reality for Geo-education.</p> <p>It contains feedback regarding users’ experience with Immersive Virtual Reality for geological exploration, through a tailored approach developed by Tibaldi et al. (2020) where the Virtual Landscape is based on 3D photogrammetry-based high-resolution models.</p> <p>Such feedback has been acquired through anonymous questionnaires during nine dissemination events held in 2018 and 2019 in various locations (Vienna in Austria, Milan and Catania in Italy and Santorini in Greece), in the framework of the following projects: i) the MIUR project ACPR15T4_00098–Argo3D (http://argo3d.unimib.it/); ii) 3DTeLC Erasmus+Project 2017-1-UK01-KA203-036719 (<a href="http://www.3dtelc.com">http://www.3dtelc.com</a>); iii) EGU 2018 Public Engagement Grant (https://www.egu.eu/outreach/peg/) .</p> <p>In the dataset, feedback has been grouped into categories, based on users age and background:</p> <p>i) Middle and High School Students (Schools students, results in Sheet 1);</p> <p>ii) MSc Students in Earth Sciences (MSc, results in Sheet 2);</p> <p>iii) Academics/Researchers in Earth Sciences, that include PhD students and postdocs (Academics, results in Sheet 3);</p> <p>iv) Lay Public (i.e. participants that do not belong to the other groups, results in Sheet 4).</p> <p>It lists a total of 459 records; further details are available in the manuscript.</p> <p>If you use this dataset, please do cite the following papers:</p> <p>Bonali et al., How Academics and the Public Experienced Immersive Virtual Reality for Geo-education. Geosciences.</p> <p>Tibaldi, A.; Bonali, F.L.; Vitello, F.; Delage, E.; Nomikou, P.; Antoniou, V.; Becciani, U.; Van Wyk de Vries, B.; Krokos, M.; Whitworth, M. Real world–based immersive Virtual Reality for research, teaching and communication in volcanology. Bull. Volcanol. 2020, 82, 1–12.</p> <p> </p> <p> </p> <p> </p>
Exploring Immersive Virtual Reality in Higher Education: Research Gap and future Direction - A Scoping review
<p><span>The rapid advancement of technology in the post-COVID-19 era has positioned immersive learning as a transformative approach to enhance educational experiences. Despite its vast potential, recent research developments reveal persistent challenges and gaps that impede widespread adoption. This study conducts a scoping review using the PRISMA methodology to systematically analyze current literature, identify research gaps, seek the challenge, and propose future research directions. From an initial pool of 414 papers, 75 were selected, comprising 60 research studies and 15 review papers. Notably, 55 studies focus on immersive virtual reality (IVR) purely for educational enhancement in traditional academic settings, while 20 explore the implementation of IVR in education with gaming activities. The analysis indicates a predominance of mixed-methods research within education, computer engineering, and computer science. Most studies are limited by short durations (typically 30 minutes) and small participant groups (under 50), raising concerns about the generalizability of findings. Key themes identified include learning context (21 papers), learning design strategies (10 papers), and immersion elements such as avatars and haptic feedback (6 papers). While positive impacts like increased satisfaction, motivation, engagement, knowledge enhancement, and usability are reported, negative effects such as motion sickness (13 papers) and dizziness (11 papers) persist. Crucially, only 11 studies exhibit high statistical power, underscoring the need for more robust research designs. Challenges identified encompass participant limitations, homogeneity, user discomfort, hardware unfamiliarity, and cognitive load—all intricately linked to design strategies. The implications of this review highlight the necessity for future research to focus on long-term studies, optimize user experience, develop cost-effective content creation methods, and integrate gamification into learning design. Addressing these areas is essential for overcoming current barriers and fully realizing the potential of immersive learning in education.</span></p>
Effectiveness of Teacher-Student Interactive Immersive Mixed Reality Technology on Anatomy Education
ClinicalTrials.gov study NCT06739590. IPD Sharing: YES. Countries: 1. Publications: 6.
Effectiveness of Metaverse-Based Immersive Technology Intervention for Oral Health Education: A Quasi-Experimental Study
ClinicalTrials.gov study NCT06543186. IPD Sharing: YES. Countries: 1. Publications: 0.
The Evaluation of the Effectiveness of Nursing Care Education Provided With Immersive Virtual Reality
ClinicalTrials.gov study NCT06114446. IPD Sharing: NO. Countries: 1. Publications: 0.
Can A Nutrition Education Immersion Program Foster Sustainable Improvements in Clinical Parameters Over Time?
ClinicalTrials.gov study NCT03320551. IPD Sharing: NO. Countries: 1. Publications: 0.
Impact of Immersive Video Education on Cardiothoracic Surgery Anxiety and Outcomes
ClinicalTrials.gov study NCT07222839. IPD Sharing: NO. Countries: 1. Publications: 0.
Life at 100.4: An Immersive Social Virtual Reality (VR) Education Tool for Adolescent and Young Adult Cancer Patients and Caregivers
ClinicalTrials.gov study NCT07224204. IPD Sharing: NO. Countries: 1. Publications: 0.
Feasibility, Acceptability, and Usability of a Tele-rehabilitation Combining Immersive Virtual Reality Exercises and Therapeutic Education for Chronic Non-specific Neck Pain
ClinicalTrials.gov study NCT05919953. IPD Sharing: NO. Countries: 1. Publications: 0.
Innovative Methodologies Based on eXtended Reality and Immersive Digital Environments in Natural Risk education: A Scoping Review
<p><span>Faced with the rise in natural disasters, studies on Disaster Risk Reduction Education (DRRE) have emerged since the ‘90s, predominantly employing a transmissive teaching approach, while literature advocates for interactive models, including eXtended Reality (XR) simulations, which offer cost-effective solutions. This scoping review explores XR in DRRE for teachers, students, and citizens aiming to discern its pedagogical affordances. The databases search identified 34 papers published between 2013 and 2023. The majority centered on seismic events and floods, with Asia, notably Japan, as a primary source. Methodologically, 26 were empirical, using various research designs, and 8 were non-empirical. While XR-based tools demonstrated pedagogical affordances in teaching risk management, the lack of specific educational frameworks and a predominant focus on the acquisition of procedural knowledge and skills indicate that a broader approach is needed, by the incorporation of uncertainty education and complex competences, including attitudes like risk perception.</span></p>
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
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OpenNeuro
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