Virtual reality systems enhance students’ achievements in engineering education

By Wadee S. Alhalabi. Behavior and Information Technology, 2016

296 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Mechanical Engineering, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/31e585ade251401d8bc0348fa7eedd9d6fa10e16

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Vision and Pattern Recognition

1. Guido Makransky
2. Lau Lilleholt
3. Richard E. Mayer
4. Sarune Baceviciute
5. Lasse Jensen
6. Niels Koch Andreasen
7. A. Hamad
8. Thomas Terkildsen

In Mechanical Engineering

1. Lau Lilleholt
2. Richard E. Mayer
3. Sarune Baceviciute
4. Lasse Jensen
5. Niels Koch Andreasen
6. A. Hamad
7. Guido Makransky
8. Thomas Terkildsen

In Human-Computer Interaction

1. Guido Makransky
2. Richard E. Mayer
3. Sarune Baceviciute
4. Niels Koch Andreasen
5. Lau Lilleholt
6. Thomas Terkildsen
7. Lasse Jensen
8. A. Hamad

Citations in the corpus

• How Virtual Reality Technology Has Changed Our Lives: An Overview of the Current and Potential Applications and Limitations (2022, background): “When students use exciting technologies such as VR, they are more interested and engaged with what they are learning while immersed in a virtual environment [25,26].”
• A review of the use of virtual reality head-mounted displays in education and training (2017, background): “Just one study found clear evidence of better learning outcomes for HMD than for CAVE and desktop based systems (Alhalabi, 2016).”
• Adding immersive virtual reality to a science lab simulation causes more presence but less learning (2017, result): “However, the results di ff er from newer research that has found that high-immersion VRE's lead to more learning (e.g., Alhalabi, 2016; Passig et al., 2016; Webster, 2016).”
• Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “Previous studies (Alhalabi, 2016; Webster, 2016) have found students to learn more in immersion VR, partially due to the level of interactivity and control.”
• A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, background): “Several studies have found immersive virtual training procedures to produce positive cognitive outcomes in a number of settings including engineering (Alhalabi 2016), military (Webster 2016) and robotic surgery (Bric et al. 2015).”