Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00144159" target="_blank" >RIV/00216224:14210/25:00144159 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2220-9964/14/12/455" target="_blank" >https://www.mdpi.com/2220-9964/14/12/455</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/ijgi14120455" target="_blank" >10.3390/ijgi14120455</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study

Popis výsledku v původním jazyce

This study examines students' experiences with Biomes, a Collaborative Immersive Virtual Environment (CIVE) designed to teach climate zones through virtual reality. The research employed a combination of Research through Design (RtD) methodology and Interpretative Phenomenological Analysis (IPA) to explore how students view their CIVE experience and its perceived impact on learning. 16 students (aged 12-15) participated in structured lessons using Meta Quest 2 headsets, followed by semi-structured focus groups. The analysis yielded three overarching themes: challenges with object manipulation, perceived benefits, and desired additional functionalities. While participants encountered challenges with precise thumbnail placement and grip distance control, they reported high levels of enjoyment, appropriate difficulty levels, and notable knowledge acquisition. The immersive nature of the virtual environment created authentic experiences that traditional classrooms cannot replicate, although perceptions varied by age group, with younger students showing greater enthusiasm. The findings demonstrate that despite technical challenges, CIVEs have the potential to facilitate engaging educational experiences. It is imperative to integrate advanced interaction techniques, incorporate age-specific design elements, and strike a balance between technological innovation and pedagogical efficacy to optimise educational outcomes in virtual reality learning environments, thereby enhancing the effectiveness of future developments in this domain.

Název v anglickém jazyce

Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study

Popis výsledku anglicky

This study examines students' experiences with Biomes, a Collaborative Immersive Virtual Environment (CIVE) designed to teach climate zones through virtual reality. The research employed a combination of Research through Design (RtD) methodology and Interpretative Phenomenological Analysis (IPA) to explore how students view their CIVE experience and its perceived impact on learning. 16 students (aged 12-15) participated in structured lessons using Meta Quest 2 headsets, followed by semi-structured focus groups. The analysis yielded three overarching themes: challenges with object manipulation, perceived benefits, and desired additional functionalities. While participants encountered challenges with precise thumbnail placement and grip distance control, they reported high levels of enjoyment, appropriate difficulty levels, and notable knowledge acquisition. The immersive nature of the virtual environment created authentic experiences that traditional classrooms cannot replicate, although perceptions varied by age group, with younger students showing greater enthusiasm. The findings demonstrate that despite technical challenges, CIVEs have the potential to facilitate engaging educational experiences. It is imperative to integrate advanced interaction techniques, incorporate age-specific design elements, and strike a balance between technological innovation and pedagogical efficacy to optimise educational outcomes in virtual reality learning environments, thereby enhancing the effectiveness of future developments in this domain.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/TL03000346" target="_blank" >TL03000346: Vzdělávání v kolaborativní imerzivní virtuální realitě</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2025

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

14

Číslo periodika v rámci svazku

12

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

24

Strana od-do

1-24

Kód UT WoS článku

001646684800001

EID výsledku v databázi Scopus

2-s2.0-105025933266