Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies
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ORIGINAL ARTICLE
Verification of the possibility and effectiveness of experiential learning using HMD‑based immersive VR technologies Chongsan Kwon1 Received: 11 February 2018 / Accepted: 16 August 2018 © The Author(s) 2018
Abstract This paper examines the possibility of experiential learning in a virtual space using head-mounted-display-based immersive virtual reality (VR) technologies. Experiential learning refers to learning through direct experiences in the context of learning. Realistically, experiential learning is impossible in most cases, but VR technologies allowing direct interaction with virtual environments and objects are being developed and commercialized. These technologies are predicted to enhance vividness, interactivity, presence, flow, and experientiality, and increase the expectations of the possibility of experiential learning using VR. Thus, in this study, an experiment was conducted to verify such possibility. The analysis of the experiment results showed that the tactile interactivity and presence improved with the use of enhanced interaction technologies in VR, and in terms of experientiality, the experiment participants became highly aware of the “exploratory stage,” referring to the level of experience of being exposed to an interesting site and directly touching an object in the currently enhanced VR in providing direct tactile and locomotive interactivity. Furthermore, the fact that the learning effect is also partially enhanced was discovered. Accordingly, it was determined that experiential learning using VR is possible based on the experiment results, which showed that the enhanced vividness and interactivity of VR technologies allow the users to closely recognize virtual experiences as direct experiences, and that the learning effect is enhanced. It was also determined that experiential learning in a virtual environment that is identical to an experience in reality would be made possible in the near future based on continued technological development. Keywords Virtual reality · Authentic virtual reality · Presence · Experiential learning · Tactile interactivity · Locomotive interactivity
1 Introduction Books have been traditionally used in schools as a learning medium through indirect experiences. The students acquire contents providing indirect experiences and are provided with only symbolized knowledge. To help solve the problem inherent in indirect experiential learning, theories emphasizing direct experience have been formulated, including the experiential learning theory by Dewey (1959, 2004) and the Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10055-018-0364-1) contains supplementary material, which is available to authorized users. * Chongsan Kwon [email protected] 1
Department of Transdisciplinary Studies, Graduate School of Convergence Science and Technology, Seoul National University, Suwon‑si, Gyeonggi‑do, Republic of Korea
situated learning theory of Lave and Wenger (1991). Dewey (2004) claimed that true and
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