Browsing by Subject "virtuaalinen oppimisympäristö"

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.