Immersive virtual reality for science learning: Design, implementation, and evaluation [Scholarly Article - Studies in Science Education, 2022]

Title:

Immersive virtual reality for science learning: Design, implementation, and evaluation 

 

Authors:

Henry Matovu,Dewi Ayu Kencana Ungu,Mihye Won,Chin-Chung Tsai, David F. Treagust, Mauro Mocerino &Roy Tasker

 

Published:

Studies in Science Education, 2 July 2022

https://www.tandfonline.com/doi/full/10.1080/03057267.2022.2082680?src=

 

Abstract:

The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. Learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.

 

How do Roboticists Imagine a Robotised Future? A Case Study on a Japanese HRI Research Project [Preprints, April 2022]

Title:

How do Roboticists Imagine a Robotised Future? A Case Study on a Japanese HRI Research Project

 

Authors:

Yu-Hsin Chang, Felix Carros, Mehrbod Manavi & Martin Rathmann

 

Published:

Preprints, 8 April 2022

https://www.preprints.org/manuscript/202204.0081/v1

 

Abstract:

This study observes, interprets, and analyses the knowledge production in the research field of Human–Robot Interaction (HRI). It intends to foreground the hidden assumptions that are often taken for granted when roboticist design and conduct their research. By doing so, this study demonstrates how these assumptions influence the result of their research. Based on data collected through sociological field observation, this study argues that the current practise in HRI research is highly anthropocentric. In short, the robots are designed to be like human instead of for human. Therefore, the human–robot relationship embodies the existing power relations between human beings. These relations generate inequality, hierarchy, and dominance, which are the opposite of the common imagination of the robotised future among roboticists. For the purpose of enabling the robotised future closer to their ideal, this study suggests that HRI researchers to go beyond the conventional methodology, to allow a human–robot relationship that realises reciprocity.