Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until t...

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Detalles Bibliográficos
Autores: Checa, David, Miguel Alonso, Inés, Bustillo Iglesias, Andrés
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad Francisco de Vitoria
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/6355
Acceso en línea:http://hdl.handle.net/10259/6355
Access Level:acceso abierto
Palabra clave:Virtual reality
Educational game
E-learning
Active learning
Computer science
Game engine
Head mounted display
Informática
Enseñanza
Teaching
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spelling Immersive virtual-reality computer-assembly serious game to enhance autonomous learningCheca, DavidMiguel Alonso, InésBustillo Iglesias, AndrésVirtual realityEducational gameE-learningActive learningComputer scienceGame engineHead mounted displayInformáticaEnseñanzaComputer scienceTeachingImmersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.GruaRV project (Reference Number INVESTUN/18/BU/0002) of the Consejeria de Empleo of the Junta de Castilla y León (Spain), the Erasmus+ RISKREAL Project (Reference Number 2020-1-ES01-KA204-081847) of the European Commission and the SMART-EASY project (Reference Number IDI-20191008) funded by the Centro para el Desarrollo Tecnológico e Industrial (CDTI).Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLESpringer202220222021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://hdl.handle.net/10259/6355reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad Francisco de VitoriaInglésVirtual Reality. 2021https://doi.org/10.1007/s10055-021-00607-1info:eu-repo/grantAgreement/Junta de Castilla y León//INVESTUN%2F18%2FBU%2F0002info:eu-repo/grantAgreement/EC/Erasmus+/2020-1-ES01-KA204-081847info:eu-repo/grantAgreement/CDTI//IDI-20191008Atribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/63552025-07-28T07:57:52Z
dc.title.none.fl_str_mv Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
title Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
spellingShingle Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
Checa, David
Virtual reality
Educational game
E-learning
Active learning
Computer science
Game engine
Head mounted display
Informática
Enseñanza
Computer science
Teaching
title_short Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
title_full Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
title_fullStr Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
title_full_unstemmed Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
title_sort Immersive virtual-reality computer-assembly serious game to enhance autonomous learning
dc.creator.none.fl_str_mv Checa, David
Miguel Alonso, Inés
Bustillo Iglesias, Andrés
author Checa, David
author_facet Checa, David
Miguel Alonso, Inés
Bustillo Iglesias, Andrés
author_role author
author2 Miguel Alonso, Inés
Bustillo Iglesias, Andrés
author2_role author
author
dc.subject.none.fl_str_mv Virtual reality
Educational game
E-learning
Active learning
Computer science
Game engine
Head mounted display
Informática
Enseñanza
Computer science
Teaching
topic Virtual reality
Educational game
E-learning
Active learning
Computer science
Game engine
Head mounted display
Informática
Enseñanza
Computer science
Teaching
description Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.
publishDate 2021
dc.date.none.fl_str_mv 2021
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/6355
url http://hdl.handle.net/10259/6355
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Virtual Reality. 2021
https://doi.org/10.1007/s10055-021-00607-1
info:eu-repo/grantAgreement/Junta de Castilla y León//INVESTUN%2F18%2FBU%2F0002
info:eu-repo/grantAgreement/EC/Erasmus+/2020-1-ES01-KA204-081847
info:eu-repo/grantAgreement/CDTI//IDI-20191008
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad Francisco de Vitoria
instname_str Universidad Francisco de Vitoria
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,638193

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