Learning in immersed collaborative virtual environments: design and implementation

References

• Boletsis, C. (2017). The new era of virtual reality locomotion: A systematic literature review of techniques and a proposed typology. Multimodal Technologies and Interaction, 1(4), 24. https://doi.org/10.3390/mti1040024
   Google Scholar
• Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge University Press.
   Google Scholar
• Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56–72. https://doi.org/10.1080/00336297.2014.984733
   Web of Science ®Google Scholar
• Chodos, D., Stroulia, E., King, S., & Carbonaro, M. (2014). A framework for monitoring instructional environments in a virtual world. British Journal of Educational Technology, 45(1), 24–35. https://doi.org/10.1111/j.1467-8535.2012.01370.x
   Web of Science ®Google Scholar
• Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
   PubMed Web of Science ®Google Scholar
• Cruz-Neira, C., Sandin, D. J., DeFanti, T. A., Kenyon, R. V., & Hart, J. C. (1992). The CAVE: Audio visual experience automatic virtual environment. Communications of the ACM, 35(6), 65–72. https://doi.org/10.1145/129888.129892
   Web of Science ®Google Scholar
• Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
   Web of Science ®Google Scholar
• De Back, T. T., Tinga, A. M., & Louwerse, M. M. (2021). CAVE-based immersive learning in undergraduate courses: Examining the effect of group size and time of application. International Journal of Educational Technology in Higher Education, 18(1), 56. https://doi.org/10.1186/s41239-021-00288-5
   Web of Science ®Google Scholar
• De Back, T. T., Tinga, A. M., Nguyen, P., & Louwerse, M. M. (2020). Benefits of immersive collaborative learning in CAVE-based virtual reality. International Journal of Educational Technology in Higher Education, 17(1), 51. https://doi.org/10.1186/s41239-020-00228-9
   Web of Science ®Google Scholar
• DeFanti, T. A., Acevedo, D., Ainsworth, R. A., Brown, M. D., Cutchin, S., Dawe, G., Doerr, K.-U., Johnson, A., Knox, C., Kooima, R., Kuester, F., Leigh, J., Long, L., Otto, P., Petrovic, V., Ponto, K., Prudhomme, A., Rao, R., Renambot, L., … Wickham, G. (2011). The future of the CAVE. Central European Journal of Engineering, 1(1), 16–37. https://doi.org/10.2478/s13531-010-0002-5
   Google Scholar
• Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5
   Web of Science ®Google Scholar
• Dillenbourg, P. (1999). What do you mean by ‘collaborative learning’? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Elsevier.
   Google Scholar
• Fardinpour, A., & Reiners, T. (2014). The taxonomy of goal-oriented actions in virtual training environments. Procedia Technology, 13, 38–46. https://doi.org/10.1016/j.protcy.2014.02.007
   Google Scholar
• Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press.
   Google Scholar
• Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717–741. https://doi.org/10.1007/s10648-015-9348-9
   Web of Science ®Google Scholar
• Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy? British Journal of Educational Technology, 46(2), 412–422. https://doi.org/10.1111/bjet.12135
   Web of Science ®Google Scholar
• Friedenberg, J., & Silverman, G. (2006). Cognitive science: An introduction to the study of the mind. Sage Publications.
   Google Scholar
• Gillam, B. (2007). Stereopsis and motion parallax. Perception, 36(7), 953–954. https://doi.org/10.1068/p3607ed
   PubMed Web of Science ®Google Scholar
• Granić, A., Nakić, J., & Marangunić, N. (2020). Scenario-based group usability testing as a mixed methods approach to the evaluation of three-dimensional virtual learning environments. Journal of Educational Computing Research, 58(3). https://doi.org/10.1177/0735633119859918
   Web of Science ®Google Scholar
• Greitzer, F. L., Kuchar, O. A., & Huston, K. (2007). Cognitive science implications for enhancing training effectiveness in a serious gaming context. Journal on Educational Resources in Computing, 7(3), 1–16. https://doi.org/10.1145/1281320.1281322
   Google Scholar
• Hackett, M., & Proctor, M. (2016). Three-dimensional display technologies for anatomical education: A literature review. Journal of Science Education and Technology, 25(4), 641–654. https://doi.org/10.1007/s10956-016-9619-3
   Web of Science ®Google Scholar
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025–3034).
   Google Scholar
• Harris, D., Wilson, M., & Vine, S. (2020). Development and validation of a simulation workload measure: The simulation task load index (SIM-TLX). Virtual Reality, 24(4), 557–566. https://doi.org/10.1007/s10055-019-00422-9
   Web of Science ®Google Scholar
• Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565. https://doi.org/10.1080/10494820.2019.1588745.
   Web of Science ®Google Scholar
• Heeter, C. (1992). Being there: The subjective experience of presence. Presence: Teleoperators and Virtual Environments, 1(2), 262–271. https://doi.org/10.1162/pres.1992.1.2.262
   Google Scholar
• Hickson, S., Dufour, N., Sud, A., Kwatra, V., & Essa, I. (2019). Eyemotion: Classifying facial expressions in VR using eye-tracking cameras. In 2019 IEEE Winter Conference on Applications of Computer Vision (WACV) (pp. 1626–1635).
   Google Scholar
• Höffler, T. N. (2010). Spatial ability: Its influence on learning with visualizations – A meta-analytic review. Educational Psychology Review, 22(3), 245–269. https://doi.org/10.1007/s10648-010-9126-7
   Web of Science ®Google Scholar
• Javaid, M. A., Chakraborty, S., Cryan, J. F., Schellekens, H., & Toulouse, A. (2018). Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross-disciplinary healthcare students. Anatomical Sciences Education, 11(1), 81–93. https://doi.org/10.1002/ase.1711
   PubMed Web of Science ®Google Scholar
• Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1–26.
   Google Scholar
• Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota Press.
   Google Scholar
• Knutas, A., Ikonen, J., Nikula, U., & Porras, J. (2014). Increasing collaborative communications in a programming course with gamification: A case study. In Proceedings of the 15th International Conference on Computer Systems and Technologies (pp. 370–377). Association for Computing Machinery.
   Google Scholar
• Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
   Web of Science ®Google Scholar
• Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149. https://doi.org/10.1016/j.edurev.2013.02.002
   Web of Science ®Google Scholar
• Lackner, J. R. (2014). Motion sickness: More than nausea and vomiting. Experimental Brain Research, 232(8), 2493–2510. https://doi.org/10.1007/s00221-014-4008-8
   PubMed Web of Science ®Google Scholar
• Lee, E. A.-L., & Wong, K. W. (2014). Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79, 49–58. https://doi.org/10.1016/j.compedu.2014.07.010
   Web of Science ®Google Scholar
• Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
   Web of Science ®Google Scholar
• Lin, H. C.-S., Yu, S.-J., Sun, J. C.-Y., & Jong, M. S. Y. (2019). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2019.1624579
   Web of Science ®Google Scholar
• Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423–458. https://doi.org/10.3102/00346543066004423
   Web of Science ®Google Scholar
• Malinverni, L., & Burguès, N. P. (2015). The medium matters: The impact of full-body interaction on the socio-affective aspects of collaboration. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 89–98). ACM.
   Google Scholar
• Marsh, W. E., Kelly, J. W., Dark, V. J., & Oliver, J. H. (2013). Cognitive demands of semi-natural virtual locomotion. Presence: Teleoperators and Virtual Environments, 22(3), 216–234. https://doi.org/10.1162/PRES_a_00152
   Web of Science ®Google Scholar
• Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
   Google Scholar
• Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 43–71). Cambridge University Press.
   Google Scholar
• Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198. https://doi.org/10.1037/0022-0663.93.1.187
   Web of Science ®Google Scholar
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
   Web of Science ®Google Scholar
• Mayes, J. T., & Fowler, C. J. (1999). Learning technology and usability: A framework for understanding courseware. Interacting with Computers, 11(5), 485–497. https://doi.org/10.1016/S0953-5438(98)00065-4
   Web of Science ®Google Scholar
• McMahan, R. P., Bowman, D. A., Zielinski, D. J., & Brady, R. B. (2012). Evaluating display fidelity and interaction fidelity in a virtual reality game. IEEE Transactions on Visualization and Computer Graphics, 18(4), 626–633. https://doi.org/10.1109/TVCG.2012.43
   PubMed Web of Science ®Google Scholar
• Merchant, Z., Goetz, E. T., Keeney-Kennicutt, W., Kwok, O., Cifuentes, L., & Davis, T. J. (2012). The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59(2), 551–568. https://doi.org/10.1016/j.compedu.2012.02.004
   Web of Science ®Google Scholar
• Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education, 140, 103603. https://doi.org/10.1016/j.compedu.2019.103603
   Web of Science ®Google Scholar
• Morris, B., Croker, S., Zimmerman, C., Gill, D., & Romig, C. (2013). Gaming science: The “gamification” of scientific thinking. Frontiers in Psychology, 4, 607. https://doi.org/10.3389/fpsyg.2013.00607
   PubMed Web of Science ®Google Scholar
• Muhanna, M. A. (2015). Virtual reality and the CAVE: Taxonomy, interaction challenges and research directions. Journal of King Saud University – Computer and Information Sciences, 27(3), 344–361. https://doi.org/10.1016/j.jksuci.2014.03.023
   Web of Science ®Google Scholar
• Neji, M., & Ben Ammar, M. (2007). Agent-based collaborative affective e-learning framework. Electronic Journal of E-Learning, 5(2), 123–134.
   Google Scholar
• Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241
   Web of Science ®Google Scholar
• Povis, K. T., & Crowley, K. (2015). Family learning in object-based museums: The role of joint attention. Visitor Studies, 18(2), 168–182. https://doi.org/10.1080/10645578.2015.1079095
   Web of Science ®Google Scholar
• Roberts, T. S. (2005). Computer-supported collaborative learning in higher education: An introduction. In T. S. Roberts (Ed.), Computer-supported collaborative learning in higher education (pp. 1–18). IGI Global.
   Google Scholar
• Romero, M., Usart, M., Ott, M., Earp, J., de Freitas, S., & Arnab, S. (2012). Learning through playing for or against each other? Promoting collaborative learning in digital game based learning. In Proceedings of the European Conference on Information Systems (ECIS 2012).
   Google Scholar
• Šašinka, Č, Stachoň, Z., Sedlák, M., Chmelík, J., Herman, L., Kubíček, P., Šašinková, A., Doležal, M., Tejkl, H., Urbánek, T., Svatoňová, H., Ugwitz, P., & Juřík, V. (2018). Collaborative immersive virtual environments for education in geography. ISPRS International Journal of Geo-Information, 8(1), 3. https://doi.org/10.3390/ijgi8010003
   Web of Science ®Google Scholar
• Schneider, B., & Pea, R. (2013). Real-time mutual gaze perception enhances collaborative learning and collaboration quality. International Journal of Computer-Supported Collaborative Learning, 8(4), 375–397. https://doi.org/10.1007/s11412-013-9181-4
   Web of Science ®Google Scholar
• Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), 315–342. https://doi.org/10.3102/00346543050002315
   Web of Science ®Google Scholar
• Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Prentice Hall.
   Google Scholar
• Stein, N., Niehorster, D. C., Watson, T., Steinicke, F., Rifai, K., Wahl, S., & Lappe, M. (2021). A comparison of eye tracking latencies among several commercial head-mounted displays. i-Perception, 12(1). https://doi.org/10.1177/2041669520983338
   Web of Science ®Google Scholar
• Steuer, J. (1992). Defining virtual reality: Dimensions determining telepresence. Journal of Communication, 42(4), 73–93. https://doi.org/10.1111/j.1460-2466.1992.tb00812.x
   Web of Science ®Google Scholar
• Sweller, J., Ayres, P., & Kalyuga, S. (2011). The redundancy effect. In J. M. Spector & S. P. Lajoie (Eds.), Cognitive load theory (pp. 141–154). Springer.
   Google Scholar
• Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205
   Web of Science ®Google Scholar
• Tinga, A. M., De Back, T. T., & Louwerse, M. M. (2019). Non-invasive neurophysiological measures of learning: A meta-analysis. Neuroscience & Biobehavioral Reviews, 99, 59–89. https://doi.org/10.1016/j.neubiorev.2019.02.001
   PubMed Web of Science ®Google Scholar
• Tinga, A. M., De Back, T. T., & Louwerse, M. M. (2020). Non-invasive neurophysiology in learning and training: Mechanisms and a SWOT analysis. Frontiers in Neuroscience, 14, 589. https://doi.org/10.3389/fnins.2020.00589
   PubMed Web of Science ®Google Scholar
• Valtchanov, D., & Ellard, C. G. (2015). Cognitive and affective responses to natural scenes: Effects of low level visual properties on preference, cognitive load and eye-movements. Journal of Environmental Psychology, 43, 184–195. https://doi.org/10.1016/j.jenvp.2015.07.001
   Web of Science ®Google Scholar
• Vuopala, E., Hyvönen, P., & Järvelä, S. (2016). Interaction forms in successful collaborative learning in virtual learning environments. Active Learning in Higher Education, 17(1), 25–38. https://doi.org/10.1177/1469787415616730
   Web of Science ®Google Scholar
• Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311
   Web of Science ®Google Scholar
• Yammine, K., & Violato, C. (2015). A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Anatomical Sciences Education, 8(6), 525–538. https://doi.org/10.1002/ase.1510
   PubMed Web of Science ®Google Scholar
• Zanbaka, C. A., Lok, B. C., Babu, S. V., Ulinski, A. C., & Hodges, L. F. (2005). Comparison of path visualizations and cognitive measures relative to travel technique in a virtual environment. IEEE Transactions on Visualization and Computer Graphics, 11(6), 694–705. https://doi.org/10.1109/TVCG.2005.92
   PubMed Web of Science ®Google Scholar