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Browsing by Subject "virtuaalinen oppimisympäristö"

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  • Rusanen, Katri (2019)
    This study aimed at discovering whether using a Virtual Reality (VR) educational platform can result in better learning outcomes compared to a more traditional form of instructional technology, video. In addition, this study aimed at providing information of VR’s ability to transmit credibility, and especially to transmit trustworthiness, competence, and sense of goodwill. Several studies regarding the use of VR and more traditional technologies in education provided the theoretical foundation for this thesis. Additionally, credibility and affordance related theories were involved in the theoretical background. This experimental study was executed as a quantitative study that employed randomized, controlled crossover experiments within test subjects. Three forestry related contents (1) Harvester head, (2) Tree cell, and (3) Laser scanning point clouds, were exposed to test subjects and questionnaires were used to gather information of the experiment and to measure i.a. credibility, affordances and other variables. Pre- and post-test were used to measure learning. The data consisted of N=100 test subjects of which 49 experienced video treatment and 51 experienced VR treatment. Learning results were not better in VR treatments. Conversely, learning results were significantly better in video treatments. There was a significant difference in learning results between the Harvester head content and the other two contents. In Harvester head content test subjects gained significantly better learning results in VR and video conditions. Credibility of the experts was perceived equally high in both VR and video treatments. However, Competence and Goodwill were perceived higher in VR treatments. The expert in the Harvester head content was perceived least competent in both treatments. Finally, the results indicated the chosen affordances (Opportunities, Multi-sensory, Three-dimensionality, and Commitment and Motivation) were significantly more suitable to VR treatments than video. In the light of the obtained results, adapting a VR technology to educational or training purposes should be done with a careful consideration. VR enables visualization in an immersive way that increases motivation and engagement towards the content taught. However, compelling visuals nor the novel media alone do not necessarily result in better learning results. Focusing on presenting specific contents and tasks in VR will enhance its use for educational and training purposes. In the future studies, attention should be paid to avatar credibility and VR’s ability to transmit sense of Competence and Good-will better than traditional media. Additionally, based on the results of this study, the interactive functions of VR ought to be emphasized when focusing on promoting learning.
  • Ahtinen, Pilvi (2018)
    The aim of this study is to clarify how mixed reality technologies can be adapted to teaching and learning of craft. Mixed reality is mixture of different realities, both virtual and real realities. Terms such as virtual reality, augmented reality and augmented virtuality are usually associated to mixed reality. Earlier studies have shown that mixed reality technologies will help learning situations which are impossible or impractical to conduct in the real world. Virtual learning environment has the potential to increase learner’s motivation and create multi-sensory experience. Using mixed reality technologies in teaching can be challenging, because it will change the traditional teaching methods and bring new technologies into the classroom. This study adapted the features of future oriented case study. The theoretical framework of the study consists of mixed reality, virtual learning environment and its affordances as well as theories of teaching and learning of craft. In this study, the mixed reality test in which four Craft teachers participated was designed and implemented. During the test, teachers were introduced to weaving assignment in a virtual reality learning environment with HTC Vive virtual reality system. After the test, teachers filled out a questionnaire where they evaluated the weaving assignment through virtual learning environment affordances. In the questionnaire teachers were also asked about their own attitude towards mixed reality technologies and its possibilities in craft education. At the end of the test teachers par-ticipated in a semistructured interview, which aimed at finding more ideas how to use mixed reality technologies while teaching pupils towards holistic craft process. The results of the study stated that mixed reality technologies have potential benefits for craft education. Mixed reality technologies were seen to have potential to help pupils to learn design skills as well as spatial knowledge while designing 3D-models for further production. Mixed reality technologies can also help pupils in the production and documentation stages. Teachers emphasised the pupil's role as a content creator and the importance of the learning content around the new technology. Furthermore, teachers believed that mixed reality can make impossible learning situations possible and create multi-sensory experience. Mixed reality can also increase pupil’s motivation and bring pupils into the learning topics which might not be otherwise interesting.