A review of the use of virtual reality head-mounted displays in education and training

By Lasse Jensen, F. Konradsen. Education and Information Technologies : Official Journal of the IFIP technical committee on Education, 2017

1,254 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Surgery, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/e28474e3dbcba3cf4400956bc554d0d104de551c

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. José A. Folgado-Fernández
3. Pedro R. Palos-Sanchez
4. Tim A. Majchrzak
5. Richard E. Mayer
6. Sarune Baceviciute
7. Niels Koch Andreasen
8. Mario A. Rojas-Sánchez

In Surgery

1. Antigoni Parmaxi
2. Guido Makransky

In Human-Computer Interaction

1. Guido Makransky
2. Sarune Baceviciute
3. Niels Koch Andreasen
4. Richard E. Mayer
5. Jennifer Fromm
6. Tim A. Majchrzak
7. Jaziar Radianti
8. Isabell Wohlgenannt

Citations in the corpus

• Systematic literature review and bibliometric analysis on virtual reality and education (2022, background): “In third place was (Jensen & Konradsen, 2018) with 196 citations in the Telematics and Informatics journal.”
• Augmented, Mixed, and Virtual Reality-Based Head-Mounted Devices for Medical Education: Systematic Review (2021, background): “A systematic review underlined that these disadvantages may impede learning and training [9].”
• A Review on Virtual Reality Skill Training Applications (2021, methodology): “For example, Jensen and Konradsen (2018) found that cognitive skills, psychomotor skills, and affective skills can be better enhanced using HMDs, compared to other methods with a lower immersion level.”
• Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. (2020, background): “…and Rationale The increased availability of technologies for creating Immersive Virtual Reality (IVR) enable novel ways of engaging learners in education and training (Baceviciute et al., 2020; Bonde et al., 2014; Jensen & Konradsen, 2018; Mikropoulos & Natsis, 2011; Parong & Mayer, 2018).”
• Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar (2020, background): “…to control over the learning environment (Wang, Wu, Wang, Chi, and Wang, 2018), developing learners’ psychomotor, cognitive, and affective skills (Jensen & Konradsen, 2018), and engineering profession-related skills such as problem-solving, application of what has been learned, communication,…”
• A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda (2020, background): “Due to the increasing scholarly attention paid to VR technologies, there are already a few comprehensive overviews and systematic mappings of VR applications for education (Jensen & Konradsen, 2018; Merchant, Goetz, Cifuentes, Keeney-Kennicutt, & Davis, 2014).”
• Virtual reality in language learning: a systematic review and implications for research and practice (2020, background): “Virtual Reality (VR) is considered one of the emerging and highly promising technologies for learning and training (Yang, Chen, & Jeng, 2010; Parmaxi et al., 2013; Loup et al., 2016; Howard, 2017; Matsan-gidou et al. 2017; Jensen & Konradsen, 2018).”