Desktop‐based virtual reality social platforms versus video conferencing platforms for online synchronous learning in higher education: An experimental study to evaluate students' learning gains and user experience.
Background: Online synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes. Objectives: This study examined the effectiveness of desktop‐based virtual reality (VR) social platforms compared to video co...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3454 - 3474 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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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=180899704&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899704 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899704 180101914 180899704 180899704 10.1111/jcal.13075 180899704 ppf: 3454 ppct: 20 formats: tig: atl: Desktop‐based virtual reality social platforms versus video conferencing platforms for online synchronous learning in higher education: An experimental study to evaluate students' learning gains and user experience. aug: au: Di Natale, Anna Flavia Repetto, Claudia Villani, Daniela affil: Research Centre in Communication Psychology, Università Cattolica del Sacro Cuore, Milan, Italy sug: subj: Virtual Reality Computers and Computerization Social Media Videoconferencing Education, Masters Learning Methods Computer-Assisted Instruction Students, Graduate Psychosocial Factors Academic Achievement Student Experiences Human Experimental Studies Students, College Psychosocial Factors Online Education Questionnaires Interviews Usability Study User-Computer Interface Conceptual Framework Comparative Studies Multimethod Studies Descriptive Statistics Data Analysis Software Repeated Measures Male Female Adult Summated Rating Scaling Emotions Paired T-Tests T-Tests Wilcoxon Rank Sum Test Post Hoc Analysis Scales Adult: 19-44 years Male Female ab: Background: Online synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes. Objectives: This study examined the effectiveness of desktop‐based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students' learning gains and experiences in online synchronous learning. Methods: The study used a within‐subject design, involving 34 college students in two online lecture modules, one via a VR social platform and another through a VC platform. Knowledge assessments occurred pre‐ and post‐modules and after 1 week. Students also completed post‐module questionnaires to evaluate their learning experience, in terms of social presence, easiness of use and perceived emotions. In‐depth interviews provided further insights into their experiences with both platforms. Results: The study showed that using VR social platforms for online synchronous learning enhanced immediate knowledge, especially in students less interested in the content, yet it did not notably impact long‐term knowledge retention. Despite no significant findings in social presence from questionnaires, interviews indicated that the VR's heightened interactivity might be offset by the effect of not seeing others' real appearances in promoting social presence. Furthermore, the VC platform was found to be easier to use, attributed to its familiarity and user‐friendliness. Finally, students experienced increased fun, awe and interest, along with reduced boredom, when using the VR social platform. Conclusion: The findings highlight the potential of VR to enrich online learning while underscoring the need for effective strategies facilitating a smooth integration into educational settings. Lay Description: What is currently known about this topic: Social presence is crucial in online learning.VC platforms may fail to efficiently bridge the social presence gap.VR social platforms can enhance students' experience in online education. What does this paper add: Compares VR and VC effects on learning gains and experiences.Highlights VR's potential to boost immediate knowledge gains.Reveals VR's benefits for emotional engagement. Implications for practice or policy: Suggests integrating VR for more engaging online education.Underlines the need for user‐friendly VR technology.Advocates for training to maximize VR's educational benefits. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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