Is Virtual Reality the Future of Learning? A Critical Reflection Schwarze, Anna Kampling, Henrik Heger, Oliver Niehaves, Bjoern 2019-01-02T23:56:36Z 2019-01-02T23:56:36Z 2019-01-08
dc.description.abstract The year 2016 marks the so-called second wave of VR, which was initiated by the first consumer VR-HMD, Oculus Rift (development kit), entering the market. There are four practical advantages in the field of virtual reality learning: a shift from abstract to tangible settings, interactivity rather than passive observations, using desirable but practically infeasible methods, and breaking the bounds of reality. In contrast, current VR technologies also feature certain limitations. The most common negative factor is motion sickness, which distracts the user. We conducted a multiple case study and invited 41 people to participate in two different scenarios. One was a self-developed 360° video and the other was a self-developed interactive scenario. We investigate different barriers which hamper individual learning in VR and we point out that there is a potential for implicit learning in virtual reality.
dc.format.extent 10 pages
dc.identifier.doi 10.24251/HICSS.2019.214
dc.identifier.isbn 978-0-9981331-2-6
dc.language.iso eng
dc.relation.ispartof Proceedings of the 52nd Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.subject Mixed, Augmented and Virtual Reality: Co-designed Services and Applications
dc.subject Decision Analytics, Mobile Services, and Service Science
dc.subject barriers, case study, implicit learning, individual learning, virtual reality
dc.title Is Virtual Reality the Future of Learning? A Critical Reflection
dc.type Conference Paper
dc.type.dcmi Text
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