0000000000262487
AUTHOR
Antti Juhani Lähtevänoja
Immersive Virtual Reality Education Application : Four Development Iterations along Design Science Research Methodology
This study introduces a research and development process of an immersive Virtual Reality (VR) education application. Altogether four application development iterations are showcased along the Design Science Research methodology. The results show how initial problems change and new problems occur during the course of a long-term DSR project with multiple iterations. Moreover, the study results confirm various previous findings, for example, that VR works better on higher learning levels such as application -level and personalization is a way to achieve this. In addition, 360 photos and videos were found to be easy and cost-efficient ways to increase personalization of VR applications. The re…
Problem Space Identification for Developing Virtual Reality Learning Environments
Our study argues that the extant literature on virtual reality-based learning environments (VRLEs) currently lacks proper definitions and context descriptions for a problem space, which is fundamental for conducting design science research (DSR). Without properly conducted problem space identification, the most pivotal problems cannot be identified resulting solutions lacking validity and unreliable evaluations. This is a major challenge for the DSR in the educational field, but also for the research on VRLEs. The purpose of this paper is to introduce a novel DSR method to support rigorous problem space identification, which would allow rigorous and profound problem space analysis. The inst…
Developing design knowledge and a conceptual model for virtual reality learning environments
This chapter focuses on applying design science research for virtual reality learning environment (VRLE) design processes. Six selected case studies are presented in the context of VRLEs. The case selections were analyzed in terms of their contributions to design knowledge. The objective of this book chapter is twofold: 1) for researchers, the design knowledge contributions of case studies are highlighted for future reference, and 2) for developers and practitioners, design principles are presented for the development of VRLEs. The final outcome of the present study is a conceptual model describing the current design knowledge in the field of VRLEs and identifying the research gaps that sho…
Virtual reality as a recovering environment - Implications for design principles
In this study, a simulated, VR-based environment was built and analyzed to explore if a VR environment can possess recovering effects. 61 university students tested a VR application depicting a forest and answered survey questions about the experience. The results showed that VR-environment can indeed have recovering effects. Moreover, when comparing to previous studies in real forests, the recovery effects were at similar levels. The study results suggest that as the VR-based environments can possess recovery effects, they can work as recovery environments at schools or similar environments. The study results offer implications for the designers and propose design principles to build recov…
Applying Affordances Scale as a Design Method : Case Virtual Reality Course Design
Practitioners including designers and teachers developing Virtual Reality (VR) courses are facing a question regarding the strengths and subject areas in which VR-enriched courses might have the highest potential compared to conventional courses. The present study develops a survey scale to assess and match industry managers’ requirements for skills for working life. The same scale was surveyed among two different groups of higher education students participating in conventional courses and a VR-aided course. The results indicate that the industry requirements were higher than met by the both course types. However, the results highlight a set of skills for which the VR courses have the high…
The use of virtual reality as a potential restorative environment in school during recess
Publisher Copyright: © 2020, Springer Nature Switzerland AG. Copyright: Copyright 2021 Elsevier B.V., All rights reserved. Previous research has found out that simulated, Virtual Reality (VR)-based forests can bring equal or even higher restorative effects than real forests. In this study, a Virtual Reality (VR)-based forest was created in order to compare whether VR-based forest can possess restorative effects in the context of primary school, and how the possible effects compare to restorative effects of a normal recess or to a situation when there is no recess at all. The effects were measured using Restorative Outcome Scale (ROS) and problem-solving tasks after the intervention. The res…