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Immersive Virtual Reality (IVR) in Higher Education: Development and Implementation

In: Augmented Reality and Virtual Reality

Author

Listed:
  • Paula Hodgson

    (Centre for Learning Enhancement and Research, The Chinese University of Hong Kong)

  • Vivian W. Y. Lee

    (The Chinese University of Hong Kong)

  • Johnson C. S. Chan

    (The Chinese University of Hong Kong)

  • Agnes Fong

    (Centre for Learning Enhancement and Research, The Chinese University of Hong Kong)

  • Cindi S. Y. Tang

    (Centre for Learning Enhancement and Research, The Chinese University of Hong Kong)

  • Leo Chan

    (The Chinese University of Hong Kong)

  • Cathy Wong

    (The Chinese University of Hong Kong)

Abstract

University educators anticipate better engagement with students through the adoption of the three-dimensional visualization made possible by immersive virtual reality (IVR). Materials can be captured in 360° video for viewing through smartphones bracketed in head-mounted displays (HMDs) with motion sensors. Alternatively, materials can be viewed on notebook computers and tablets to offer some degree of VR experience. The paper reports on the first two undergraduate courses that have adopted both VR and IVR modes for classroom learning: ‘Pharmacology and Therapeutics’ and ‘Understanding Ecotourism’. The 360° videos have undergone a complete cycle of design, development, implementation and evaluation. These video captures can transcend physical boundaries in both clinical cases simulating a hospital ward and natural countryside landmarks. With VR and IVR embedded in the classroom, students expressed greater learning satisfaction while experiencing more opportunities to rehearse professional skills and explore historical artefacts with deeper cultural understanding.

Suggested Citation

  • Paula Hodgson & Vivian W. Y. Lee & Johnson C. S. Chan & Agnes Fong & Cindi S. Y. Tang & Leo Chan & Cathy Wong, 2019. "Immersive Virtual Reality (IVR) in Higher Education: Development and Implementation," Progress in IS, in: M. Claudia tom Dieck & Timothy Jung (ed.), Augmented Reality and Virtual Reality, pages 161-173, Springer.
    • Handle: RePEc:spr:prochp:978-3-030-06246-0_12
    DOI: 10.1007/978-3-030-06246-0_12
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    Citations

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    Cited by:

    1. Diego Vergara & Álvaro Antón-Sancho & Jamil Extremera & Pablo Fernández-Arias, 2021. "Assessment of Virtual Reality as a Didactic Resource in Higher Education," Sustainability, MDPI, vol. 13(22), pages 1-22, November.
    2. Bandar Alzahrani & Haitham Bahaitham & Murad Andejany & Ahmad Elshennawy, 2021. "How Ready Is Higher Education for Quality 4.0 Transformation according to the LNS Research Framework?," Sustainability, MDPI, vol. 13(9), pages 1-29, May.
    3. Murielle G. Kluge & Steven Maltby & Angela Keynes & Eugene Nalivaiko & Darrell J. R. Evans & Frederick R. Walker, 2022. "Current State and General Perceptions of the Use of Extended Reality (XR) Technology at the University of Newcastle: Interviews and Surveys From Staff and Students," SAGE Open, , vol. 12(2), pages 21582440221, April.
    4. Sepasgozar, Samad M.E., 2022. "Immersive on-the-job training module development and modeling users’ behavior using parametric multi-group analysis: A modified educational technology acceptance model," Technology in Society, Elsevier, vol. 68(C).

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