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The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies
Background
Virtual reality (VR) is an innovation that permits the individual to discover and operate within three-dimensional (3D) environment to gain practical understanding. This research aimed to examine the general efficiency of VR for teaching medical anatomy.
Methods
We executed a meta-analysis of randomized controlled studies of the performance of VR anatomy education. We browsed five databases from the year 1990 to 2019. Ultimately, 15 randomized controlled trials with a teaching outcome measure analysis were included. Two authors separately chose studies, extracted information, and examined the risk of bias. The primary outcomes were examination scores of the students. Secondary outcomes were the degrees of satisfaction of the students. Random-effects models were used for the pooled evaluations of scores and satisfaction degrees. Standardized mean difference (SMD) was applied to assess the systematic results. The heterogeneity was determined by
I
2
statistics, and then was investigated by meta-regression and subgroup analyses.
Results
In this review, we screened and included fifteen randomized controlled researches (816 students). The pooled analysis of primary outcomes showed that VR improves test scores moderately compared with other approaches (standardized mean difference [SMD] = 0.53; 95% Confidence Interval [CI] 0.09–0.97,
p
< 0.05;
I
2
= 87.8%). The high homogeneity indicated that the studies were different from each other. Therefore, we carried out meta-regression as well as subgroup analyses using seven variables (year, country, learners, course, intervention, comparator, and duration). We found that VR improves post-intervention test score of anatomy compared with other types of teaching methods.
Conclusions
The finding confirms that VR may act as an efficient way to improve the learners’ level of anatomy knowledge. Future research should assess other factors like degree of satisfaction, cost-effectiveness, and adverse reactions when evaluating the teaching effectiveness of VR in anatomy.
Journal Article
Development of extended reality projects: the role of project-based experiential learning in fostering student engagement
Extended Reality (XR) Immersive technologies are taking the forefront in research and innovation in institutes of higher education. The need to integrate immersive technology programs in higher education institutions' curricula is increasing to train professionals ready to contribute to industry demands. Developing XR applications requires critical thinking, problem-solving skills, technical expertise, collaboration, and creativity. The process of XR application development requires resilience, motivation, and persistence as it is challenging and iterative. Traditional teaching approaches do not facilitate engagement among learners and deprive them of acquiring industry-relevant skills. This study investigated how project-based experiential learning (PBEL) fosters student engagement (SE) of learners developing XR applications to inform future practices in immersive technologies educational programs. This study investigates learners' psychological engagement with the added dimension of school engagement called facilitative engagement, indicated by the facilitators' feedback and supportive classroom environment. The convenient and purposive sampling methods were utilized, and about N = 70 students participated in this study. Data was collected at the initial and final stages of the project using closed-ended 5-point Likert scale surveys and interviews. The findings showed a significant impact of PBEL on increasing students' emotional and facilitative engagement and sustaining students' cognitive and behavioral engagement throughout the project development.
Virtual and augmented reality technologies are becoming part of our daily lives - from entertainment to education and healthcare. The study investigates how undergraduate creative multimedia students who design virtual and augmented reality applications as part of their final year project, stay engaged through hands-on, real-world projects. Project-based experiential learning instructional approach impacts student thinking, emotions, and behavior in the learning process. It provides a collaborative environment that enables students to acquire a wide range of skills, including social-emotional skills, technical skills, critical and creative thinking skills, perseverance, and collaboration skills. The findings of this study inform future substantial practices for educators to prepare students for meaningful careers in the field of immersive technologies.
Journal Article
PBL in engineering education : international perspectives on curriculum change
During 20142015, a series of webinars entitled PBL History and Diversity was broadcast from the UNESCO Centre for PBL in engineering science and sustainability at Aalborg University. Problem Based Learning (PBL) is problem based, team based, self-directed, project organized or contextual learning processes. The goals of the webinars were to understand PBL philosophies, models, and practices and further, to relate the models through learning principles and dimensions. This book arises from the webinar series. The PBL programs described in the chapters of this book were highlighted in the webinar series. The intended audience for the book includes higher education institutions as well as researchers and practitioners who aim to implement, or change, their teaching and learning practices to PBL. The programs highlighted represent engineering education, however the case examples are described taking PBL principles as the point of departure which can make this book an inspiration for other disciplines and areas of educational research.
Book
Implicit and explicit knowledge in second language learning, testing and teaching
The implicit/explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between.
eBook
Learning through school science investigation : teachers putting research into practice
This book explores teaching and learning through science investigation and practical work. It draws upon two representative case studies from New Zealand and examines what students are learning from science investigation; in addition, it identifies and describes ways in which teachers can make changes that benefit student learning when given time to reflect and respond to research literature and findings. The book illustrates how teaching through science investigations in ways that are informed by research can lead to positive learning outcomes for students. As such, it offers valuable insights for practitioners, researchers, and educators with an interest in learning through science investigation.
Book
Language Learning and Teaching in Missionary and Colonial Contexts
This volume assembles texts dedicated to the linguistic and educational aspects of missionary and colonial enterprises, taking into account all continents and with an extended diachronic perspective (fifteenth-twentieth centuries). Strictly speaking, this 'linguistics' is contemporary to the colonial era, so it is primarily the work of missionaries of Catholic orders and Protestant societies. It can also belong to a retrospective outlook, following decolonization. In the first category, one mostly finds transcription, translation, and grammatization practices (typically, the production of dictionaries and grammar books). In the second category, one finds in addition descriptions of language use, of situations of diglossia, and of contact between languages. Within this framework, the volume focuses on educational and linguistic policies, language teaching and learning, and the didactics that were associated with them.
eBook
Examining the role of L2 willingness to communicate in English language achievements: perspectives from Afghan university instructors
Recognizing the importance of students' attitudes in enhancing their academic achievements, this qualitative study aimed to examine the role of second language (L2) willingness to communicate (WTC) in students' English language achievements. The data were collected through semi-structured face-to-face interviews with 11 Afghan English as a Foreign Language (EFL) university instructors. The data was analyzed thematically, with findings being divided into major and sub-themes. The results revealed a positive relationship between students' willingness to communicate and their language achievements. The effective strategies for promoting students' WTC, as identified by the interviewed participants, were discussed. Specifically, the findings indicated that group work activities, exposure to authentic teaching materials, understanding students' needs and wants, creating a comfortable learning environment, listening to and respecting students' ideas, and acknowledging their achievements all contribute to promoting students' WTC. Furthermore, the findings revealed that instructors struggle with challenges such as a lack of instructional resources, multi-level and large classes, which constrains teachers' ability to implement activities to enhance students' willingness to communicate in the English language. The discussion includes further analysis of the findings, recommendations, and suggestions for future research directions.
Journal Article