Using virtual reality learning environments to motivate and socialize undergraduates in distance learning

Year 2022, Volume: 9 Issue: 2, 199 - 218, 01.03.2022

Murat Çoban , İdris Goksu

https://doi.org/10.17275/per.22.36.9.2

Cited By: 16

Abstract

Interest in virtual reality technologies has increased significantly in recent years, and an effort is being made to integrate it into educational environments. This study aims to investigate the impact of synchronous distance courses in the Virtual Reality (VR) learning environment (via vAcademia) and Web-based (via Adobe Connect) learning environment on undergraduate students' learning motivation and levels of perceived sociability. The sample of the study was conducted with experimental (VR) and control group (Web-based) quasi-experimental design consists of 41 undergraduate students (experimental: 21, control: 20). As a result of the t-test and two-way ANOVA analysis, there was a significant difference between the groups in favor of the VR group regarding motivation and perceived sociability. The motivation and perceived sociability in the 3D VR environment of the students in distance learning were significantly higher than in the web-based environment. It was also found out that students' motivation and perceived sociability levels did not vary depending on gender or on the technological device (smartphone or computer) that students use when connecting to online classes. The research results indicated that the VR learning environment effectively ensured students' motivation and sociability in the distance learning process. In this context, institutions should be aware of the importance of VR technologies and plan to teach accordingly which may make the process more efficient.

Keywords

Virtual reality, distance learning, higher education, motivation, socializing

References

• Adobe Connect. (2020, July 10). Adobe Connect for e-Learning. http://www.adobe.com/products/adobeconnect/elearning.html
• Al-Amri, A., Osman, M., & Al Musawi, A. (2020). The effectiveness of a 3D-virtual reality learning environment (3D-VRLE) on the Omani eighth grade students’ achievement and motivation towards Physics learning. International Journal of Emerging Technologies in Learning (IJET), 15(05), 4–16. https://doi.org/10.3991/ijet.v15i05.11890
• Ames, C. A. (1990). Motivation: What teachers need to know. Teachers College Record, 90(3), 409–421.
• Arthur-Nyarko, E., Agyei, D. D., & Armah, J. K. (2020). Digitizing distance learning materials: Measuring students’ readiness and intended challenges. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10060-y
• Ausburn, L. J., & Ausburn, F. B. (2008). Effects of desktop virtual reality on learner performance and confidence in environment mastery: Opening a line of inquiry. Journal of STEM Teacher Education, 45(1), 54-87.
• Bardakçı, S. (2010). The validity and reliability study of the scale of the perceived sociability of online learning environments. Ankara University Journal of Faculty of Educational Sciences, 43(1), 17–39.
• Belz, J. A., & Thorne, S. L. (2006). Internet-mediated intercultural foreign language education. Boston: Heinle & Heinle.
• Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., … Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. International Review of Research in Open and Distance Learning, 16(1), 330–363. https://doi.org/10.19173/irrodl.v16i1.1953
• Bray, E., Aoki, K., & Dlugosh, L. (2008). Predictors of learning satisfaction in Japanese online distance learners. International Review of Research in Open and Distance Learning, 9(3). https://doi.org/10.19173/irrodl.v9i3.525
• Brown, M., McCormack, M., Reeves, J., Brooks, D. C., Grajek, S., Alexander, B., … Weber, N. (2020, July 17). 2020 EDUCAUSE Horizon Report: Teaching and Learning Edition. https://library.educause.edu/-/media/files/library/2020/3/2020_horizon_report_pdf.pdf
• Bulu, S. T. (2012). Place presence, social presence, co-presence, and satisfaction in virtual worlds. Computers and Education, 58(1), 154–161. https://doi.org/10.1016/j.compedu.2011.08.024
• Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia Tools and Applications, 51(1), 341–377. https://doi.org/10.1007/s11042-010-0660-6
• Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), 39–41.
• Chang, S., Hsu, T., Kuo, W., & Jong, M. S. (2020). Effects of applying a VR‐based two‐tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51(1), 148–165. https://doi.org/10.1111/bjet.12790
• Cho, Y. H., Yim, S. Y., & Paik, S. (2015). Physical and social presence in 3D virtual role-play for pre-service teachers. Internet and Higher Education, 25, 70–77. https://doi.org/10.1016/j.iheduc.2015.01.002
• Cho, Y. H., & Lim, K. Y. T. (2017). Effectiveness of collaborative learning with 3D virtual worlds. British Journal of Educational Technology, 48(1), 202-211. https://doi.org/10.1111/bjet.12356
• Cuperus, A. A., Keizer, A., Evers, A. W. M., van den Houten, M. M. L., Teijink, J. A. W., & van der Ham, I. J. M. (2018). Manipulating spatial distance in virtual reality: Effects on treadmill walking performance in patients with intermittent claudication. Computers in Human Behavior, 79, 211–216. https://doi.org/10.1016/j.chb.2017.10.037
• Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
• De Lucia, A., Francese, R., Passero, I., & Tortora, G. (2009). Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. Computers and Education, 52(1), 220–233. https://doi.org/10.1016/j.compedu.2008.08.001
• Deimann, M., & Bastiaens, T. (2010). The role of volition in distance education: An exploration of its capacities. The International Review of Research in Open and Distributed Learning, 11(1), 1–16. https://doi.org/10.19173/irrodl.v11i1.778
• Dinçer, S., & Doğanay, A. (2016). Öğretim Materyali’ne İlişkin Motivasyon Ölçeği (ÖMMÖ) Türkçe uyarlama çalışması [Turkish Adaptation Study of Instructional Materials Motivation Survey (IMMS)]. Elementary Education Online, 15(4), 1131–1148. https://doi.org/10.17051/io.2016.19056
• Dubovi, I., Levy, S. T., & Dagan, E. (2017). Now I know how! The learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation. Computers and Education, 113, 16–27. https://doi.org/10.1016/j.compedu.2017.05.009
• Edirisingha, P., Nie, M., Pluciennik, M., & Young, R. (2009). Socialisation for learning at a distance in a 3-D multi-user virtual environment. British Journal of Educational Technology, 40(3), 458–479. https://doi.org/10.1111/j.1467-8535.2009.00962.x
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
• George, D., & Mallery, P. (2012). IMB SPSS for windows statistics 19 step by step: A simple guide and reference. Pearson.
• Guadagno, R. E., Muscanell, N. L., Okdie, B. M., Burk, N. M., & Ward, T. B. (2011). Even in virtual environments women shop and men build: A social role perspective on Second Life. Computers in Human Behavior, 27(1), 304–308. https://doi.org/10.1016/j.chb.2010.08.008
• Guth, S., & Helm, F. (2010). Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century. Peter Lang AG.
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2013). Multivariate Data Analysis. Always learning. Pearson Education Limited.
• Hassanein, K., & Head, M. (2004, June 5). Instilling social presence through the web interface. Proceedings of the Third Annual Workshop on HCI Research in MIS. http://sighci.coursaris.com/wp-content/uploads/2018/09/SIGHCI_2004_Proceedings_paper_9.pdf
• Holmberg, K., & Huvila, I. (2008). Learning together apart: Distance education in a virtual world. First Monday, 13(10). https://doi.org/10.5210/fm.v13i10.2178
• Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers and Education, 144, 103707. https://doi.org/10.1016/j.compedu.2019.103707
• Hrastinski, S. (2008a). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 31(4), 51–55.
• Hrastinski, S. (2008b). The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses. Information and Management, 45(7), 499–506. https://doi.org/10.1016/j.im.2008.07.005
• Hrastinski, S., Keller, C., & Carlsson, S. A. (2010). Design exemplars for synchronous e-learning: A design theory approach. Computers and Education, 55(2), 652–662. https://doi.org/10.1016/j.compedu.2010.02.025
• Huang, H.-M., Liaw, S.-S., & Lai, C.-M. (2016). Exploring learner acceptance of the use of virtual reality in medical education: A case study of desktop and projection-based display systems. Interactive Learning Environments, 24(1), 3–19. https://doi.org/10.1080/10494820.2013.817436
• Inoue, Y. (2012). Virtual reality learning environments. In Encyclopedia of the Sciences of Learning (pp. 3407–3410). https://doi.org/10.1007/978-1-4419-1428-6_651
• Jensen, C. G. (2017). Collaboration and dialogue in virtual reality. Journal of Problem Based Learning in Higher Education, 5(1), 85-110. https://doi.org/10.5278/ojs.jpblhe.v0i0.1542
• Jiang, D., & Zhang, L. J. (2020). Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing. Computers and Education, 150, 103841. https://doi.org/10.1016/j.compedu.2020.103841
• Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications.
• Kaya, M. (2012). Distance education systems used in universities of Turkey and Northern Cyprus. Procedia-Social and Behavioral Sciences, 31, 676-680. https://doi.org/10.1016/j.sbspro.2011.12.123
• Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer US.
• Keskitalo, T., Pyykkö, E., & Ruokamo, H. (2011). Exploring the meaningful learning of students in Second Life. Educational Technology & Society, 14, 16–26.
• Ketelhut, D. J., Nelson, B. C., Clarke, J., & Dede, C. (2010). A multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56–68. https://doi.org/10.1111/j.1467-8535.2009.01036.x
• Kreijns, K., Kirschner, P. A., Jochems, W., & van Buuren, H. (2007). Measuring perceived sociability of computer-supported collaborative learning environments. Computers and Education, 49(2), 176–192. https://doi.org/10.1016/j.compedu.2005.05.004
• Lall, S., & Singh, N. (2020). COVID-19: Unmasking the new face of education. International Journal of Research in Pharmaceutical Sciences, 11(Special Issue 1), 48–53. https://doi.org/10.26452/ijrps.v11iSPL1.2122
• Liao, L. (2006). A Flow Theory perspective on learner motivation and behavior in distance education. Distance Education, 27(1), 45–62. https://doi.org/10.1080/01587910600653215
• Liou, H. C. (2012). The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC. Computer Assisted Language Learning, 25(4), 365–382. https://doi.org/10.1080/09588221.2011.597766
• Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249–265. https://doi.org/10.1007/s11423-011-9192-7
• Liu, O. L. (2012). Student evaluation of instruction: In the new paradigm of distance education. Research in Higher Education, 53(4), 471–486. https://doi.org/10.1007/s11162-011-9236-1
• Malhotra, N.K., & Birks, D.F. (2000) Marketing Research: An Applied Approach, European edn, Prentice-Hall: Harlow.
• McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). London: Pearson.
• Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers and Education, 70, 29–40. https://doi.org/10.1016/j.compedu.2013.07.033
• Mikropoulos, T. A., & Bellou, J. (2006). The unique features of educational virtual environments. In P. Isaías, M. McPherson, & F. Bannister (Eds.), Proceedings e-society 2006 (pp. 122–128). International Association for Development of the Information Society.
• Minocha, S., & Reeves, A. J. (2010). Design of learning spaces in 3D virtual worlds: an empirical investigation of Second Life. Learning, Media and Technology, 35(2), 111–137. https://doi.org/10.1080/17439884.2010.494419
• Morozov, M., Gerasimov, A., & Fominykh, M. (2012). vAcademia-Educational Virtual World with 3D Recording. In Cyberworlds (CW), 2012 International Conference on (pp. 199-206). IEEE.
• O’Connor, E. A., & Domingo, J. (2017). A practical guide, with theoretical underpinnings, for creating effective virtual reality learning environments. Journal of Educational Technology Systems, 45(3), 343–364. https://doi.org/10.1177/0047239516673361
• Ozonur, M., Yanpar-Yelken, T., & Sancar-Tokmak, H. (2018). Social presence and motivation in online environments: Second Life versus the Enocta Learning Management System/Adobe Connect. Australasian Journal of Educational Technology, 34(3), 1–14. https://doi.org/10.14742/ajet.3128
• Patton, M. Q. (2014). Qualitative evaluation and research methods. SAGE Publications.
• Pojanapunya, P., & Jaroenkitboworn, K. (2011). How to say “Good-bye” in Second Life. Journal of Pragmatics, 43(14), 3591–3602. https://doi.org/10.1016/j.pragma.2011.08.010
• Prasolova-Førland, E., Fominykh, M., & Leong, P. (2013). 3D recording as enabling technology for serious games and educational roleplaying. InProceedings of the ACM SIGGRAPH Symposium on Interactive 3D Graphics and Games (pp. 177-177). ACM.
• Research and Markets. (2020, August 15). Distance Learning - Global Market Outlook (2018-2027). https://www.researchandmarkets.com/reports/5017511/distance-learning-global-market-outlook-2018
• Rovai, A., Ponton, M., Wighting, M., & Baker, J. (2007). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6(3), 413–432.
• Salmon, G. (2004). E‐moderating: the key to teaching and learning online (2nd ed.). Routledge.
• Salmon, G. (2009). The future for (second) life and learning. British Journal of Educational Technology, 40(3), 526–538. https://doi.org/10.1111/j.1467-8535.2009.00967.x
• Shim, K. C., Park, J. S., Kim, H. S., Kim, J. H., Park, Y. C., & Ryu, H. Il. (2003). Application of virtual reality technology in biology education. Journal of Biological Education, 37(2), 71–74. https://doi.org/10.1080/00219266.2003.9655854
• Stein, D. S., Wanstreet, C. E., Glazer, H. R., Engle, C. L., Harris, R. A., Johnston, S. M., … Trinko, L. A. (2007). Creating shared understanding through chats in a community of inquiry. Internet and Higher Education, 10(2), 103–115. https://doi.org/10.1016/j.iheduc.2007.02.002
• Steinkuehler, C. (2006). Massively multiplayer online video gaming as participation in a discourse. Mind, Culture & Activity, 13(1), 38–52.
• Tüzün, H., Yilmaz-Soylu, M., Karakuş, T., Inal, Y., & Kizilkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers and Education, 52(1), 68–77. https://doi.org/10.1016/j.compedu.2008.06.008
• Wang, F., & Shao, E. (2012). Using Second Life to assist EFL teaching: We do not have to sign in to the program. TechTrends, 56(4), 15–18. https://doi.org/10.1007/s11528-012-0582-4
• Wang, Y., & Braman, J. (2009). Extending the classroom through Second Life. Journal of Information Systems Education, 20(2), 235.
• West, E., & Jones, P. (2007). A framework for planning technology used in teacher education programs that serve rural communities. Rural Special Education Quarterly, 26(4), 3–15. https://doi.org/10.1177/875687050702600402
• Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916–930. https://doi.org/10.1111/j.1467-8535.2010.01140.x
• vAcademia. (2020, July 10). vAcademia Platform. http://vacademia.com/
• Yamada, M. (2009). The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study. Computers and Education, 52(4), 820–833. https://doi.org/10.1016/j.compedu.2008.12.007
• Yee, N. (2006). Motivations for play in online games. Cyberpsychology and Behavior, 9(6), 772–775. https://doi.org/10.1089/cpb.2006.9.772
• Yilmaz, R., Aydemir, M., Karaman, S., & Goktas, Y. (2016). Social presence in a Three Dimensional Virtual World used for distance education. Croatian Journal of Education, 18(3), 859–897. https://doi.org/10.15516/cje.v18i3.1664
• Zhou, Z., Jin, X. L., Vogel, D. R., Fang, Y., & Chen, X. (2011). Individual motivations and demographic differences in social virtual world uses: An exploratory investigation in Second Life. International Journal of Information Management, 31(3), 261–271. https://doi.org/10.1016/j.ijinfomgt.2010.07.007