Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Skip to main content
Springer Nature Link
Log in

Learning Through Immersion: Assessing the Learning Effectiveness

  • Chapter
  • First Online:
Creative and Collaborative Learning through Immersion

Part of the book series: Creativity in the Twenty First Century ((CTFC))

  • 913 Accesses

Abstract

A new generation has grown up with computers. The use of information technologies has become a part of their daily routine. Integrating technologies into students’ teaching and learning activities is widely recognized as a fundamental strategy for the next generation of learners. Despite the growing interest in advanced learning technologies and the application of immersive technologies in tertiary education, research investigating the perceived learning effectiveness (particularly in the form of learning satisfaction) has been very scarce. Thus, the objective of this study is to gain a better understanding of factors influencing learners’ perceived learning effectiveness of using one type of immersive visualization system known as cave automatic virtual environment (CAVE). Data collection consisted of quantitative and qualitative measures on a sample of 199 university students. The implications of the results and improvement proposals are also discussed in this study.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for E-learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256.

    Article  Google Scholar 

  • ACIM (Center for Applied Computing and Interactive Media) of the City University of Hong Kong. (2012). Pure land: Inside the Mogao Grottoes at Dunhuang (2012). Available at: http://www.acim.cityu.edu.hk/projects/pure-land-inside-the-mogao-grottoes-at-dunhuang-2012/. Accessed on 14 June 2017.

  • Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694.

    Article  Google Scholar 

  • Allied Market Research. (2019), Global augmented and virtual reality market expected to reach $571.42 Billion by 2025. https://www.alliedmarketresearch.com/press-release/augmented-and-virtual-reality-market.html. Accessed on 14 Feb 2020.

  • Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of Management Education, 24(1), 32–54.

    Article  Google Scholar 

  • Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704–716.

    Article  Google Scholar 

  • Atreja, A., Mehta, N. B., Jain, A. K., Harris, C. M., Ishwaran, H., Avital, M., & Fishleder, A. J. (2008). Satisfaction with web-based training in an integrated healthcare delivery network: Do age, education, computer skills and attitudes matter? BMC Medical Education, 8, 48.

    Article  Google Scholar 

  • Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351–370.

    Article  Google Scholar 

  • Cabero-Almenara, J., Fernandez-Batanero, J. M., & Barroso-Osuna, J. (2019). Adoption of augmented reality technology by university students. Heliyon, 5(5), e01597.

    Article  Google Scholar 

  • Chan, L. K. Y., Yuen, K. S. G., & Lau, H. Y. K. (2016). Immersive learning environment for visual arts. In L. De Paolis & A. Mongelli (Eds.), Augmented reality, virtual reality, and computer graphics, AVR 2016 (Lecture notes in computer science, Vol. 9769) (pp. 231–240). Cham: Springer.

    Google Scholar 

  • Chen, M.-F., & Lin, N.-P. (2018). Incorporation of health consciousness into the technology readiness and acceptance model to predict app download and usage intentions. Internet Research, 28(2), 351–373.

    Article  Google Scholar 

  • Cheng, Y. M. (2012). Effects of quality antecedents on e-learning acceptance. Internet Research, 22(3), 361–390.

    Article  Google Scholar 

  • Choi, S. (2018). What promotes smartphone-based mobile commerce? Mobile-specific and self-service characteristics. Internet Research, 28(1), 105–122.

    Article  Google Scholar 

  • Chou, S.-W., & Liu, C.-H. (2005). Learning effectiveness in a Web-based virtual learning environment: A learner control perspective. Journal of Computer Assisted Learning, 21(1), 65–76.

    Article  Google Scholar 

  • Dargar, S., Kennedy, R., Lai, W. X., Arikatla, V., & De, S. (2015). Towards immersive virtual reality (iVR): A route to surgical expertise. Journal of Computational Surgery, 2, 2.

    Article  Google Scholar 

  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

    Book  Google Scholar 

  • Del Barrio-García, S., Arquero, J. L., & Romero-Frías, E. (2015). Personal learning environments acceptance model: The role of need for cognition, e-learning satisfaction and students’ perceptions. Educational Technology & Society, 18(3), 129–141.

    Google Scholar 

  • Fabrika, M., Valent, P., & Scheer, L. (2018). Thinning trainer based on forest-growth model, virtual reality and computer-aided virtual environment. Environmental Modelling & Software, 100, 11–23.

    Article  Google Scholar 

  • Falk, R. F., & Miller, N. B. (1992). A primer for soft modeling. Akron: University of Akron Press.

    Google Scholar 

  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.

    Article  Google Scholar 

  • Garstki, K., Larkee, C., & Ladisa, J. (2019). A role for immersive visualization experiences in teaching archaeology. Studies in Digital Heritage, 3(1), 46–59.

    Article  Google Scholar 

  • Ghinea, M., Frunză, D., Chardonnet, J. R., Merienne, F., & Kemeny, A. (2018). Perception of absolute distances within different visualization systems: HMD and CAVE. In L. De Paolis & P. Bourdot (Eds.), Augmented reality, virtual reality, and computer graphics, AVR 2018 (Lecture notes in computer science, Vol 10850) (pp. 148–161). Cham: Springer.

    Chapter  Google Scholar 

  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis (6th ed.). Upper Saddle River: Pearson Prentice Hall.

    Google Scholar 

  • Hanson, J., Andersen, P., & Dunn, P. K. (2020). The effects of a virtual learning environment compared with an individual handheld device on pharmacology knowledge acquisition, satisfaction and comfort ratings. Nurse Education Today, 92, 104518.

    Article  Google Scholar 

  • Hsu, L. (2015). Modelling determinants for the integration of Web 2.0 technologies into hospitality education: A Taiwanese case. Asia-Pacific Education Research, 24(4), 625–633.

    Article  Google Scholar 

  • Hsu, Y.-C., Ho, H. N. J., Tsai, C.-C., Hwang, G.-J., Chu, H.-C., Wang, C.-Y., & Chen, N.-S. (2012). Research trends in technology-based learning from 2000 to 2009: A content analysis of publications in selected journals. Educational Technology & Society, 15(2), 354–370.

    Google Scholar 

  • Hsu, Y.-C., Hung, J.-L., & Ching, Y.-H. (2013). Trends of educational technology research: More than a decade of international research in six SSCI-indexed refereed journals, Educational Technology. Research and Development, 61(4), 685–705.

    Google Scholar 

  • Isleyen, E., & Duzgun, H. S. (2019). Use of virtual reality in underground roof fall hazard assessment and risk mitigation. International Journal of Mining Science and Technology, 29, 603–607.

    Article  Google Scholar 

  • Joo, Y. J., So, H.-J., & Kim, N. H. (2018). Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs. Computers & Education, 122, 260–272.

    Article  Google Scholar 

  • Kim, Y. M., Rhiu, I., & Yun, M. H. (2020). A systematic review of a virtual reality system from the perspective of user experience. International Journal of Human-Computer Interaction, 36(10), 893–910.

    Article  Google Scholar 

  • Kral, F., Mehrle, A. H., Kikinis, R., & Freysinger, W. (2004). CAVE-technology for visualizing medical imagery. International Congress Series, 1268, 644–647.

    Article  Google Scholar 

  • Lai, H.-C., Chang, C.-Y., Li, W.-S., Fan, Y.-L., & Wu, Y.-T. (2013). The implementation of mobile learning in outdoor education: Application of QR codes. British Journal of Educational Technology, 44(2), E57–E62.

    Article  Google Scholar 

  • Lee, Y.-J. (2008). A study of the influence of instructional innovation on learning satisfaction and study achievement. The Journal of Human Resource and Adult Learning, 4(2), 43–54.

    Google Scholar 

  • Lee, M. K. O., Cheung, C. M. K., & Chen, Z. (2005). Acceptance of internet-based learning medium: The role of extrinsic and intrinsic motivation. Information & Management, 42(8), 1095–1104.

    Article  Google Scholar 

  • Liao, Y.-W., Huang, Y.-M., Chen, H.-C., & Huang, S.-H. (2015). Exploring the antecedents of collaborative learning performance over social networking sites in a ubiquitous learning context. Computers in Human Behavior, 43, 313–323.

    Article  Google Scholar 

  • Long, H. B. (1985). Contradictory expectations? Achievement and satisfaction in adult learning. Journal of Continuing Higher Education, 33(3), 10–12.

    Article  Google Scholar 

  • Market Research Future. (2019). Augmented Reality and Virtual Reality (ARVR) Market Research Report – Global Forecast till 2025. https://www.marketresearchfuture.com/reports/augmented-reality-virtual-reality-market-6884. Accessed on 14 Feb 2020.

  • Melbourne Museum. (2010). Dynamic earth. Available at: https://museumvictoria.com.au/melbournemuseum/discoverycentre/dynamic-earth/. Accessed on 14 June 2017.

  • Mullen, C. A. (Ed.). (2019). Creativity under duress in education? Resistive theories, practices, and actions. Springer International Publishing.

    Google Scholar 

  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.

    Google Scholar 

  • Park, E., & Kwon, S. J. (2016). The adoption of teaching assistant robots: A technology acceptance model approach. Program, 50(4), 354–366.

    Article  Google Scholar 

  • Park, C., Kim, D.-G., Cho, S., & Han, H.-J. (2019). Adoption of multimedia technology for learning and gender difference. Computers in Human Behavior, 92, 288–296.

    Article  Google Scholar 

  • Perhakaran, G., Yusof, A. M., Rusli, M. E., Yusoff, M. Z. M., Mahidin, E. M. M., Mahalil, I., & Zainuddin, A. R. R. (2015). SnoezelenCAVE: Virtual reality CAVE Snoezelen framework for Autism spectrum disorders. In H. B. Zaman, P. Robinson, A. F. Smeaton, T. K. Shih, S. Velastin, A. Jaafar, & N. M. Ali (Eds.), Advances in Visual Informatics, IVIC 2015 (Lecture notes in computer science, Vol 9429) (pp. 443–453). Cham: Springer.

    Chapter  Google Scholar 

  • Philips, A., Walz, A., Bergner, A., Graeff, T., Heistermann, M., Kienzler, S., Korup, O., Lipp, T., Schwanghart, W., & Zeilinger, G. (2015). Immersive 3D geovisualization in higher education. Journal of Geography in Higher Education, 39(3), 437–449.

    Article  Google Scholar 

  • Shao, Z. (2018). Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs: The moderating effect of gender. Internet Research, 28(1), 232–250.

    Article  Google Scholar 

  • Shin, N. (2003). Transactional presence as critical predictor of success in distance learning. Distance Education, 24(1), 48–58.

    Article  Google Scholar 

  • Smith, S., & Ericson, E. (2009). Using immersive game-based virtual reality to teach fire-safety skills to children. Virtual Reality, 13, 87–99.

    Article  Google Scholar 

  • Starcic, A. I., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011. British Journal of Educational Technology, 45(2), 202–230.

    Article  Google Scholar 

  • Stevens, J. A., & Kincaid, J. P. (2015). The relationship between presence and performance in virtual simulation training. Open Journal of Modelling and Simulation, 3(2), 41–48.

    Article  Google Scholar 

  • Stoel, L., & Lee, K. H. (2003). Modeling the effect of experience on student acceptance of Web-based courseware. Internet Research, 13(5), 364–374.

    Article  Google Scholar 

  • Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067–2077.

    Article  Google Scholar 

  • Sutcliffe, A., de Bruijn, O., Gault, B., Fernando, T., & Tan, K. (2005). Comparing interaction in the real world and CAVE virtual environments. In S. Fincher, P. Markopoulos, D. Moore, & R. Ruddle (Eds.), People and computers XVIII — Design for life (pp. 347–361). London: Springer.

    Chapter  Google Scholar 

  • Teo, T. S. H. (2001). Demographic and motivation variables associated with internet usage activities. Internet Research, 11(2), 125–137.

    Article  Google Scholar 

  • Teo, T. S. H., Lim, V. K. G., & Lai, R. Y. C. (1999). Intrinsic and extrinsic motivation in internet usage. OMEGA: International Journal of Management Science, 27(1), 25–37.

    Article  Google Scholar 

  • Tzanavari, A., Matsentidou, S., Christou, C. G., & Poullis, C. (2014). User experience observations on factors that affect performance in a road-crossing training application for children using the CAVE. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies. Technology-rich environments for learning and collaboration, LCT 2014 (Lecture notes in computer science, Vol 8524) (pp. 91–101). Cham: Springer.

    Chapter  Google Scholar 

  • Van der Heijden, H. (2004). User acceptance of hedonic information systems. MIS Quarterly, 28(4), 695–704.

    Article  Google Scholar 

  • Venkatesh, V., Morris, M. G., Davis, F. D., & Davis, G. B. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.

    Article  Google Scholar 

  • Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328–376.

    Article  Google Scholar 

  • Wang, Y.-S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75–86.

    Article  Google Scholar 

  • Wixom, B. H., & Todd, P. A. (2005). A theoretical integration of user satisfaction and technology acceptance. Information Systems Research, 16(1), 85–102.

    Article  Google Scholar 

  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585.

    Article  Google Scholar 

  • Wu, P.-H., Hwang, G.-J., & Tsai, W.-H. (2013). An expert system-based context-aware ubiquitous learning approach for conducting science learning activities. Educational Technology & Society, 16(4), 217–230.

    Google Scholar 

Download references

Acknowledgments

The work described in this chapter was partially supported by the Collaborative Learning through Immersion Project sponsored by a funding for teaching and learning-related initiatives in the 2012–2015 triennium from the University Grants Committee of the Hong Kong Special Administrative Region, China (Project No. CityU1/T&L/12-15).

Author information

Authors and Affiliations

  1. Department of Information Systems, City University of Hong Kong, Kowloon Tong, Hong Kong

    Joyce K. Y. Chan

  2. Department of Finance and Decision Sciences, Hong Kong Baptist University, Kowloon Tong, Hong Kong

    Christy M. K. Cheung

Authors
  1. Joyce K. Y. Chan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Christy M. K. Cheung
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christy M. K. Cheung .

Editor information

Editors and Affiliations

  1. Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong, Hong Kong

    Anna Hui

  2. Department of Information Systems, City University of Hong Kong, Hong Kong, Hong Kong

    Christian Wagner

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Chan, J.K.Y., Cheung, C.M.K. (2021). Learning Through Immersion: Assessing the Learning Effectiveness . In: Hui, A., Wagner, C. (eds) Creative and Collaborative Learning through Immersion. Creativity in the Twenty First Century. Springer, Cham. https://doi.org/10.1007/978-3-030-72216-6_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-72216-6_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-72215-9

  • Online ISBN: 978-3-030-72216-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation