A Scoping Review of Immersive Virtual Reality in STEM Education
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| Title: | A Scoping Review of Immersive Virtual Reality in STEM Education |
|---|---|
| Language: | English |
| Authors: | Pellas, Nikolaos (ORCID |
| Source: | IEEE Transactions on Learning Technologies. Oct-Dec 2020 13(4):748-761. |
| Availability: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076 |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Computer Simulation, Computer Uses in Education, Elementary Secondary Education, Higher Education, Instructional Design, Educational Technology, Usability, Educational Benefits |
| DOI: | 10.1109/TLT.2020.3019405 |
| ISSN: | 1939-1382 |
| Abstract: | Although virtual reality (VR) simulation training has gained prominence, review studies to inform instructors and educators on the use of this technology in science, technology, engineering, and mathematics (STEM) are still scarce. This article presents various VR-supported instructional design practices in K-12 (primary and secondary) and higher education in terms of participants' characteristics, methodological features, and pedagogical uses in alignment with applications, technological equipment, and instructional design strategies. During the selection and screening process, 41 (n = 41) studies published in the period 2009-2019 were included for a detailed analysis and synthesis. This article's results indicate that many studies were focused on the description and evaluation of the appropriateness or the effectiveness of applied teaching practices with VR support. Several studies pointed out improvements in learning outcomes or achievements, positive perspectives on user experience, and perceived usability. Nevertheless, fewer studies were conducted to measure students' learning performance. The current scoping review aims to encourage instructional designers to develop innovative VR applications or integrate existing approaches in their teaching procedures. It will also inform researchers to conduct further research for an in-depth understanding of the educational benefits of immersive-VR applications in STEM fields. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1283032 |
| Database: | ERIC |
| Abstract: | Although virtual reality (VR) simulation training has gained prominence, review studies to inform instructors and educators on the use of this technology in science, technology, engineering, and mathematics (STEM) are still scarce. This article presents various VR-supported instructional design practices in K-12 (primary and secondary) and higher education in terms of participants' characteristics, methodological features, and pedagogical uses in alignment with applications, technological equipment, and instructional design strategies. During the selection and screening process, 41 (n = 41) studies published in the period 2009-2019 were included for a detailed analysis and synthesis. This article's results indicate that many studies were focused on the description and evaluation of the appropriateness or the effectiveness of applied teaching practices with VR support. Several studies pointed out improvements in learning outcomes or achievements, positive perspectives on user experience, and perceived usability. Nevertheless, fewer studies were conducted to measure students' learning performance. The current scoping review aims to encourage instructional designers to develop innovative VR applications or integrate existing approaches in their teaching procedures. It will also inform researchers to conduct further research for an in-depth understanding of the educational benefits of immersive-VR applications in STEM fields. |
|---|---|
| ISSN: | 1939-1382 |
| DOI: | 10.1109/TLT.2020.3019405 |
