Abstract
The purpose of this study was to test different 3D display technologies in a hands-on virtual experiential learning environment (VELE) and determine the optimal 3D display technology. A conceptual framework was firstly proposed to explain the mechanism of how VR display features affect virtual experiential learning. Then, a single-factor within-subject experimental design was adopted for testing. The within-subject factor was three types of 3D display technology: fully immersive virtual reality (VR) mode [VR head-mounted display (HMD)], partially immersive VR mode (3D projection), and augmented reality (AR) mode (AR HMD). The dependent variables were visual comfort, interaction experience, learning experience, and outcome. A virtual math learning environment was established, and the aforementioned display technologies were tested in two hands-on virtual experiential learning scenarios. Results showed that different display technologies significantly affected users' visual comfort, interaction experience, learning experience, and outcome in experiential learning (ps <; 0.05). User ratings on these aspects for the VR HMD were significantly higher than those for the 3D projection and AR HMD. Thus, the VR HMD contributes to a best viewing experience and learning experience in terms of hands-on virtual experiential learning in the scenarios tested. Whether the study results still hold reliably in terms of more complex learning activities and long-term learning needs to be further studied.
Highlights
Experiential learning can be an effective way to promote learning interest
The current study focuses on learning in a specific feature and a specific context
This study focused on identifying the optimal 3D display technology for hands-on virtual experiential learning environment (VELE), rather than focused on specific subject area or learning content
Summary
In contrast to teacher-centered didactic instruction, it emphasizes free thinking and firsthand experience as a source of learning and development [1]. Through interactive and hands-on experiences, students gain an understanding of core knowledge from learning tasks and explore the relation between concepts and implications. Learners transfer the experience gained through learning activities into the construction of knowledge and develop positive intrinsic interest and extrinsic behaviors [2]. Traditional experiential teaching and learning have some limitations [3]. It needs appropriate corresponding learning environments (such as tools, places, and equipment), The associate editor coordinating the review of this manuscript and approving it for publication was Lei Wei
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