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Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology

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  • Chuang-Yeh Huang

    (Department of Tropical Agriculture and International Cooperation, National Pingtung University of Science and Technology, Pingtung 91201, Taiwan)

  • Shi-Jer Lou

    (Center for Teacher Education Program, National Pingtung University of Science and Technology, Pingtung 91201, Taiwan)

  • Yuh-Ming Cheng

    (Department of Computer Science and Information Engineering, Shu-Te University, Kaohsiung 82445, Taiwan)

  • Chih-Chao Chung

    (General Research Service Center, National Pingtung University of Science and Technology, Pingtung 91201, Taiwan)

Abstract

The purpose of this study is to explore the application of VR (virtual reality) technology to assist the development of VR welding courses in welding practice teaching, and to implement experimental teaching to verify its effectiveness. The preliminary VR welding curriculum structure was developed by this study according to the results of literature review and focus group interviews, the student-based “VR welding course” was developed, and 34 first-year students of the electric welding practice course were taken as the research subjects to implement experimental teaching and case study. The qualitative and quantitative research and analysis results are as follows. (1) The results of the final test of the welding practice of most students are significantly higher than the results of the mid-term test. (2) Most students expressed significant positive affirmation of the learning effect of the VR-assisted welding course. (3) Most students were very significantly positive regarding their learning satisfaction with the VR-assisted welding teaching course. (4) The four major implementation priorities of VR welding courses were planned. This study develops a “teaching mode of a welding implementation course assisted by virtual reality technology”, which can provide students with a safe, low-cost, repeatable, and sustainable welding skills learning environment, and has been positively affirmed by most students. In the future, the results of this study can provide reference for the introduction of virtual-reality-assisted teaching of welding related courses in various universities of science and technology, in order to strengthen teachers’ teaching ability in VR assisted implementation courses and provide students with more diversified learning stimuli.

Suggested Citation

  • Chuang-Yeh Huang & Shi-Jer Lou & Yuh-Ming Cheng & Chih-Chao Chung, 2020. "Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology," Sustainability, MDPI, vol. 12(23), pages 1-21, December.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:10044-:d:454591
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    References listed on IDEAS

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    1. Dan Shao & I-Jui Lee, 2020. "Acceptance and Influencing Factors of Social Virtual Reality in the Urban Elderly," Sustainability, MDPI, vol. 12(22), pages 1-19, November.
    2. Javier Gil-Quintana & Sara Osuna-Acedo, 2020. "Citizenship Training through sMOOCs: A Participative and Intercreative Learning," Sustainability, MDPI, vol. 12(20), pages 1-13, October.
    3. Rocsana Bucea-Manea-Țoniş & Radu Bucea-Manea-Țoniş & Violeta Elena Simion & Dragan Ilic & Cezar Braicu & Natalia Manea, 2020. "Sustainability in Higher Education: The Relationship between Work-Life Balance and XR E-Learning Facilities," Sustainability, MDPI, vol. 12(14), pages 1-18, July.
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    Cited by:

    1. Chuang-Yeh Huang & Bo-Yuan Cheng & Shi-Jer Lou & Chih-Chao Chung, 2023. "Design and Effectiveness Evaluation of a Smart Greenhouse Virtual Reality Curriculum Based on STEAM Education," Sustainability, MDPI, vol. 15(10), pages 1-21, May.
    2. Na Li & Ping Jiang & Cuihong Li & Wei Wang, 2022. "College Teaching Innovation from the Perspective of Sustainable Development: The Construction and Twelve-Year Practice of the 2P3E4R System," Sustainability, MDPI, vol. 14(12), pages 1-16, June.

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