Is Virtual Reality the Future of Learning? A Critical Reflection

dc.contributor.authorSchwarze, Anna
dc.contributor.authorKampling, Henrik
dc.contributor.authorHeger, Oliver
dc.contributor.authorNiehaves, Bjoern
dc.date.accessioned2019-01-02T23:56:36Z
dc.date.available2019-01-02T23:56:36Z
dc.date.issued2019-01-08
dc.description.abstractThe 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.extent10 pages
dc.identifier.doi10.24251/HICSS.2019.214
dc.identifier.isbn978-0-9981331-2-6
dc.identifier.urihttp://hdl.handle.net/10125/59616
dc.language.isoeng
dc.relation.ispartofProceedings of the 52nd Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectMixed, Augmented and Virtual Reality: Co-designed Services and Applications
dc.subjectDecision Analytics, Mobile Services, and Service Science
dc.subjectbarriers, case study, implicit learning, individual learning, virtual reality
dc.titleIs Virtual Reality the Future of Learning? A Critical Reflection
dc.typeConference Paper
dc.type.dcmiText

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