Collaborative Immersive Virtual Environments for Education in Geography

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00108966" target="_blank" >RIV/00216224:14210/19:00108966 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2220-9964/8/1/3" target="_blank" >https://www.mdpi.com/2220-9964/8/1/3</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/ijgi8010003" target="_blank" >10.3390/ijgi8010003</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Collaborative Immersive Virtual Environments for Education in Geography

Popis výsledku v původním jazyce

Immersive virtual reality (iVR) devices are rapidly becoming an important part of our lives and forming a new way for people to interact with computers and each other. The impact and consequences of this innovative technology have not yet been satisfactory explored. This empirical study investigated the cognitive and social aspects of collaboration in a shared, immersive virtual reality. A unique application for implementing a collaborative immersive virtual environment (CIVE) was developed by our interdisciplinary team as a software solution for educational purposes, with two scenarios for learning about hypsography, i.e., explanations of contour line principles. Both scenarios allow switching between a usual 2D contour map and a 3D model of the corresponding terrain to increase the intelligibility and clarity of the educational content. Gamification principles were also applied to both scenarios to augment user engagement during the completion of tasks. A qualitative research approach was adopted to obtain a deep insight into the lived experience of users in a CIVE. It was thus possible to form a deep understanding of very new subject matter. Twelve pairs of participants were observed during their CIVE experience and then interviewed either in a semistructured interview or a focus group. Data from these three research techniques were analyzed using interpretative phenomenological analysis, which is research method for studying individual experience. Four superordinate themes—with detailed descriptions of experiences shared by numerous participants—emerged as results from the analysis; we called these (1) Appreciation for having a collaborator, (2) The Surprising “Fun with Maps”, (3) Communication as a challenge, and (4) Cognition in two realities. The findings of the study indicate the importance of the social dimension during education in a virtual environment and the effectiveness of dynamic and interactive 3D visualization.

Název v anglickém jazyce

Collaborative Immersive Virtual Environments for Education in Geography

Popis výsledku anglicky

Immersive virtual reality (iVR) devices are rapidly becoming an important part of our lives and forming a new way for people to interact with computers and each other. The impact and consequences of this innovative technology have not yet been satisfactory explored. This empirical study investigated the cognitive and social aspects of collaboration in a shared, immersive virtual reality. A unique application for implementing a collaborative immersive virtual environment (CIVE) was developed by our interdisciplinary team as a software solution for educational purposes, with two scenarios for learning about hypsography, i.e., explanations of contour line principles. Both scenarios allow switching between a usual 2D contour map and a 3D model of the corresponding terrain to increase the intelligibility and clarity of the educational content. Gamification principles were also applied to both scenarios to augment user engagement during the completion of tasks. A qualitative research approach was adopted to obtain a deep insight into the lived experience of users in a CIVE. It was thus possible to form a deep understanding of very new subject matter. Twelve pairs of participants were observed during their CIVE experience and then interviewed either in a semistructured interview or a focus group. Data from these three research techniques were analyzed using interpretative phenomenological analysis, which is research method for studying individual experience. Four superordinate themes—with detailed descriptions of experiences shared by numerous participants—emerged as results from the analysis; we called these (1) Appreciation for having a collaborator, (2) The Surprising “Fun with Maps”, (3) Communication as a challenge, and (4) Cognition in two realities. The findings of the study indicate the importance of the social dimension during education in a virtual environment and the effectiveness of dynamic and interactive 3D visualization.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

ISPRS International Journal of Geo-Information

ISSN

2220-9964

e-ISSN

2220-9964

Svazek periodika

8

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

25

Strana od-do

—

Kód UT WoS článku

000458582700003

EID výsledku v databázi Scopus

2-s2.0-85061129705