Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach

By Hsiu-Mei Huang, Ulrich Rauch, Shu-Sheng Liaw. Comput. Educ., 2010

885 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/8abee3db6616015964d99c2aa7b59d617e46b582

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Human-Computer Interaction

Citations in the corpus

Learning with desktop virtual reality: Low spatial ability learners are more positively affected (2014, background): “3 interaction within a virtual world (Chen et al., 2004; Chuah et al., 2008; Huang et al., 2010; Merchant et al., 2014; Merchant, Goetz, Keeney-Kennicutt, Kwok, Cifuentes, & Davis, 2012).”
Seven HCI Grand Challenges (2019, background): “For example, a common difficulty that learners encounter in VR environments is navigation using a 3D interface, while creating educational content in an extended reality environment can be a cumbersome task (Huang, Rauch, & Liaw, 2010; Yuen et al., 2011).”
Managerial challenges of Industry 4.0: an empirically backed research agenda for a nascent field (2018, background): “…respectively substituting the visualization of the real world with virtual (learning) content, increase learning retention, improve problem-solving capabilities and enable simulations with instant feedback in a secure training environment (Huang et al. 2010; Blümel 2013; Quint et al. 2015).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “Otherwise, the students could get distracted from the learning goals [30,31].”
Systematic literature review and bibliometric analysis on virtual reality and education (2022, background): “Using this technology, educators combine theory and instruction methods that allow intelligent use of these environments (Huang et al., 2010).”
A systematic review of Virtual Reality in education (2017, background): “For example, the ability for students to explore these virtual environments either alone or with the aid of other students or teachers lends itself well to Vygotsky's Zone of Proximal Development or ZPD (Huang et al., 2010).”
The effectiveness of virtual and augmented reality in health sciences and medical anatomy (2017, positive): “Some advantages of 3D anatomical models in comparison to textbooks or traditional 2D learning modes include enhanced spatial understanding of the inter-relationships between different body structures (Huang et al., 2010).”