ABSTRACT

This research investigates the learning progress and bottlenecks of students during learning via an immersive virtual reality environment. At the planning stage of this action research, an immersive virtual reality learning environment – myVOR- was designed and developed to teach concepts and procedures. myVOR was developed using the Unity game engine. Depth-camera integrated Head Mounted Display was used to support the skill training of learners via intuitive gesture interaction. In the action stage, myVOR was applied to fourteen 3^rd year nursing students, once a week for a month. Qualitative and quantitative data were gathered to analyse learning status and, the fluctuation among sessions concerning behaviours, attitudes, reactions. Data were collected from video recordings, myVOR logs, interviews, and an information exam. The results indicated that myVOR was sufficient to teach concepts and complex procedures. However, the learners experienced problems before adapting the used technology, and this affected their behaviours and attitudes during training. The findings of this research support the requirement for a comprehensive needs analysis before designing immersive virtual reality learning environments.

摘要

这项研究通过沉浸式虚拟现实环境调查了学生在学习过程中的学习进度和瓶颈。在这项行动研究的计划阶段，设计并开发了一个沉浸式虚拟现实学习环境– myVOR，以教授概念和程序。myVOR是使用Unity游戏引擎开发的。深度相机集成的头戴式显示器用于通过直观的手势交互来支持学习者的技能训练。在操作阶段，myVOR施加到14 3^次年级的护生，每周一次，一个月。收集定性和定量数据以分析学习状况，以及关于行为，态度，反应的会议之间的波动。数据是从录像，myVOR日志，访谈和信息检查中收集的。结果表明，myVOR足以教授概念和复杂的过程。但是，学习者在适应所使用的技术之前就遇到了问题，这影响了他们在训练过程中的行为和态度。这项研究的结果支持在设计沉浸式虚拟现实学习环境之前进行全面需求分析的需求。