Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls

By Mina C. Johnson-Glenberg. Frontiers in Robotics and AI, 2018

339 citations recorded by the source corpus.

This article explores relevant applications of educational theory for the design of immersive virtual reality (VR). Two unique attributes associated with VR position the technology to positively affect education: (1) the sense of presence, and (2) the embodied affordances of gesture and manipulation in the 3rd dimension. These are referred to as the two profound affordances of VR. The primary focus of this article is on the embodiment afforded by gesture in 3D for learning. The new generation of hand controllers induces embodiment and agency via meaningful and congruent movements with the content to be learned. Several examples of gesture-rich lessons are presented. The final section includes an extensive set of design principles for immersive VR in education, and finishes with the Necessary Nine which are hypothesized to optimize the pedagogy within a lesson.

Subfields: Developmental and Educational Psychology, Social Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/a348000d49fbb0bd9d473fad0391905c9fe82fe5

How researchers see this paper

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

In Developmental and Educational Psychology

1. Ali Arya
2. Anthony Scavarelli
3. Robert J. Teather

In Social Psychology

1. Ali Arya
2. Jason Teo
3. James Mountstephens
4. Anthony Scavarelli
5. Robert J. Teather
6. Nazmi Sofian Suhaimi

In Human-Computer Interaction

1. Ali Arya
2. Anthony Scavarelli
3. Robert J. Teather

Citations in the corpus

• Virtual reality and augmented reality in social learning spaces: a literature review (2020, methodology): “…some of gaps noted since then, we also build upon the use of HMD VR in the classroom learning spaces (Southgate et al. 2019), as it has been suggested that few classroom studies evaluate HMD VR (Markowitz et al. 2018), and embodied design principles in VR and learning (Johnson-Glenberg 2018).”
• EEG-Based Emotion Recognition: A State-of-the-Art Review of Current Trends and Opportunities (2020, background): “In VR technology, the technology itself opens up to many new possibilities for innovations in areas such as healthcare [88], military [89, 90], and education [91].”