Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking.
Background: Virtual reality (VR) offers significant potential for hands‐on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher‐...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 4; pp. 1413 - 1428 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178531893&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178531893 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2024 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 178531893 175585951 178531893 178531893 10.1111/jcal.12959 178531893 ppf: 1413 ppct: 15 formats: tig: atl: Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking. aug: au: Huang, Yueh‐Min Wang, Wei‐Sheng Lee, Hsin‐Yu Lin, Chia‐Ju Wu, Ting‐Ting affil: Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan sug: subj: Students, College Computer-Assisted Instruction Virtual Reality Feedback Reflection Outcomes of Education Evaluation Learning Evaluation Critical Thinking Student Attitudes Skill Acquisition Human Randomized Controlled Trials Random Assignment Quasi-Experimental Studies Questionnaires T-Tests Analysis of Covariance Cognition Learning Environment Problem Solving Task Performance and Analysis Attention Emotions Creativeness Student Knowledge Funding Source ab: Background: Virtual reality (VR) offers significant potential for hands‐on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher‐order thinking. However, many current VR studies in hands‐on learning tend to utilise one‐way learning materials, limiting participants' ability to interact with and reflect on their actions and learning experiences. Moreover, these studies often neglect to assess learners' capacity to transfer their skills from VR learning to real‐world scenarios. Therefore, this study aims to investigate participants' engagement, learning outcomes, higher‐order thinking, and their ability to apply acquired skills in real‐world contexts. Method and Objective: Participants were immersed in a hands‐on learning environment in VR, where they received feedback and engaged in reflection during the learning process. This study recruited 68 university students to participate in the experiment, employing a quasi‐experimental design. Participants experienced learning units both with and without reflection on the feedback. The theme of these learning units was related to embedded systems, encompassing topics such as the assembly of embedded components and Python programming. The investigation aimed to assess whether reflection in VR could enhance cognitive levels, engagement, real‐world hands‐on tasks abilities, and higher‐order thinking. Results: The research results indicate that in the VR hands‐on learning environment, participants engage in reflection through the provided feedback, effectively enhancing their engagement, cognitive levels, and hands‐on task abilities. Simultaneously, it also successfully assists participants in developing problem‐solving skills and critical thinking in higher‐order thinking. Conclusions: Participants actively engaged in reflection on their own learning tasks and actions within the hands‐on learning environment, enabling them to develop a deeper understanding of the learning material and enhance their real‐world hands‐on tasks abilities, we encourage the integration of reflection strategies in VR learning environments for hands‐on learning, as they can yield positive benefits for learners. Lay Description: What is already known about this topic: Virtual reality learning environments can enhance students' cognitive levels.Higher‐order thinking has a significant impact on hands‐on learning.Reflection has an important influence on the cognitive process. What this paper adds: Providing reflection through feedback in a virtual reality environment increases learning engagement and promotes higher‐order thinking.Reflection in virtual reality enhances cognitive levels and practical abilities. Implications for practice and/or policy: We demonstrated the effectiveness of providing reflection through feedback in a VR hands‐on learning environment.Learners, through reflection in VR, enhance higher‐order thinking, engagement, cognitive levels, and practical abilities. What are the 1 or 2 major takeaways from the study: Providing reflection in VR learning environments used for training or hands‐on learning can effectively promote cognitive levels, engagement, higher‐order thinking abilities, and practical skills.Through VR reflection, we reveal the potential of cultivating higher‐order thinking through VR. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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