=Paper=
{{Paper
|id=Vol-2555/paper29
|storemode=property
|title=Production Model of Virtual Reality Learning Environments
|pdfUrl=https://ceur-ws.org/Vol-2555/paper29.pdf
|volume=Vol-2555
|authors=Gerardo Ortiz Aguiñaga,Héctor Cardona Reyes,José Eder Guzmán Mendoza,Jaime Muñoz-Arteaga
}}
==Production Model of Virtual Reality Learning Environments==
https://ceur-ws.org/Vol-2555/paper29.pdf
Production Model of Virtual Reality Learning
Environments?
Gerardo Ortiz Aguiñaga1[0000−0003−0609−5277] , Héctor Cardona
2[0000−0002−9626−6254]
Reyes , José Eder Guzman Mendoza3[0000−0001−5201−7398] ,
and Jaime Muñoz Artega3[0000−0002−3635−7592]
1
Center for Research in Mathematics, Quantum: Knowledge City, Zacatecas, Mexico
2
CONACYT Research fellow, CIMAT Zacatecas, Mexico
{gerardo.ortiz,hector.cardona}@cimat.mx
3
Autonomous University of Aguascalientes, Av. Universidad #940, Cd.
Universitaria, 20131, Aguascalientes, México
{eder.guzman,jaime.munoz}@edu.uaa.mx
Abstract. Learning environments integrate multiple technology plat-
forms allowing people to meet learning objectives through available con-
tent, resources, and integrated services. Learning environments allow
users to cover learning objectives in different subject areas, such as so-
cial skills development, health, etc. This article presents a development
model of Learning Environments through Virtual Reality (VR). This
model incorporates new forms of interaction for learning, such as im-
mersion in simulated scenarios that support users in attaining learning
objectives. A VR tour of a university is presented as a case study, where
distinct users, such as teachers, students, and general public interact with
content, resources available and services to achieve the specific learning
objectives.
Keywords: Virtual Environments · Learning model · Immersive learn-
ing
1 Introduction
The design of learning environments involves a multidisciplinary work in which
specialists participate in the generation of content, pedagogical design, in addi-
tion to technologists for the design and programming of digital platforms and
content[21]. Learning environments allow to learner acquires knowledge through
elements that are presented in the environment, these elements can be physical
or cultural and involve the way in which people interact with the environment,
other people and other organization ways towards achieving learning [27].
There are several ways to represent a learning environment, currently there
is a wide variety of accessible devices to support the learning process, such as
websites that offer courses at low cost, interactive books where the learner solves
?
Supported by CONACYT
Copyright c 2019 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
2 Ortiz et al.
in a didactic way problems to reinforce knowledge and video games that allow
a degree of interaction allowing the apprentice to meet goals.
This work proposes a model for the production of virtual reality learning en-
vironments, in the proposed model design and interaction artifacts are presented,
also the inclusion of several available services and the existence of different user
roles that can meet their learning objectives. This work is composed of seven
sections, in the following section related works to the proposal are presented,
theoretical foundations section presents some conceptual elements of learning
environments that are the basis for the proposed model. Next, problem outline
section presents the challenges when producing learning environments in virtual
reality. A production of virtual learning environments section shows the elements
of model proposed, after, a case study section with a proposed solution in high
education and finally conclusions a future works section are presented.
2 Related Work
This section presents a literary review of the state of the art of works that propose
learning environments, these works refers to diverse approaches, platforms and
several application contexts, as presented in the Table 1.
Table 1. Literature review of learning environments
User User Interaction
Author Approach Feedback Platform Services
centered roles type
Physical
Semi
Yang et al. [32] Interaction • • Video • -
Immersive
system
Game-
Pan et al. [22] • • VR - - Immersive
based
Object
James et al. [15] - - VR - - Immersive
recognition
Game-
Semi-
Goulding et al. [12] based • • Web 3D • -
Immersive
training
Game-
based
Proposal • • VR • • Immersive
Virtual
Map
As a first criterion, several approaches are presented such as video-games
based [22, 12], object recognition by the user [15] or even a combination of real
elements with virtual approach is included [32]. A second criterion presented is
the user-centered approach [1], that is, if the learning environment considers the
facility to determine what actions are possible at any given time, besides being
able to represent a conceptual model of the system and evaluate your state. A
third criterion presented is the feedback provided by the learning environment,
Production Model of Virtual Reality Learning Environments 3
that is, it shows information of importance for the reinforcement of the learner
and educator. Goulding et al.[12] shows simulation scenarios for training in the
industry. The platform is the criteria that help us to identify the devices used
for the learning environment, among the literature, specialized devices for object
recognition to web platforms and virtual reality. The user role is the criterion
that allows the learning environment to offer content and services according
to the user role, finally the type of interaction of the learning environment is
presented, as you can see most of the works have a type of interaction immersive
or semi-immersive [2], in the first one the users are completely isolated from the
real environment and respond to the actions of the existing virtual elements in
the scene presented to them, in the second the users perceive and can respond
to both environments, real and virtual. Next section presents some conceptual
elements of learning environments that are the basis for the proposed model.
3 Theoretical foundations
Virtual reality is a technology that has become increasingly accessible to users
and has begun to take part in various fields, science, health, education and
entertainment. In education it allows learning environments offer a range of pos-
sibilities in which the learner can interact with simulated elements that lead
to the acquisition of knowledge. According to LaValle and Shin [17, 29], virtual
reality allows to induce the directed behavior of a person through the use of
artificial sensory stimulation while the person has little or no awareness of in-
terference. Shin and Huang [29, 13], agree that virtual reality oriented learning
environments allow learners to interact with others while carrying out a set of
tasks. [29] in his model presents key elements when designing virtual educational
environments, as presented in figure 1.
Fig. 1. Virtual Learning Environment Approach by Shin et al. [29].
The model in Figure 1 is based on the concept of affordance [29], for learning
environments represents a characteristic of the environment that, when per-
ceived, provides an opportunity for some action [31]. In the case of virtual re-
ality learning environments affordances they are divided into technological and
affective, technological represent how users perceive the technology and affective
4 Ortiz et al.
affordance of user’s perceived technological property. In other hand signifiers
help how people discover the possible actions that can be performed [20].
4 Problem outline
This work proposes a model for the production of virtual reality learning envi-
ronments that considers a user-centered design, virtual reality aspects, learning
strategies and the incorporation of educational services. The proposed model
allows the generation of content for various user roles, under a constructivist[14]
learning approach, in which the learner (user) can select and transform the
information for their decision-making, in addition to this can build their own
processes to solve situations to various problems within a virtual reality envi-
ronment [25, 3, 6]. Therefore, developing a learning environment that can solve
these points is a complicated task that requires consider the following:
– Establish a user-centered design for the creation of software oriented to learn-
ing needs and thus achieve the highest satisfaction and user experience.
– Develop digital scenarios based on a virtual reality-based learning strategies.
– Allow the adaptability of virtual reality learning environments to multiple
contexts of use, platforms, available services and ways to acquire knowledge.
– Identify and define the various user roles within the virtual reality learning
environment.
– Provide feedback information to the various user roles.
The following section presents in detail the design of the proposed model.
5 Production of Virtual Learning Environments
Virtual reality is a technology that has recently entered the field of education and
is currently accessible at low cost[7]. In the educational context it can be used
so that trainees can have an inverse experience in the learning process, this gen-
erates the need to propose models that help integrate virtual reality to produce
applications according to learning needs[14]. Figure 2 shows a production model
of learning environments is presented, this model shows elements comprising vir-
tual reality and using educational services to produce applications that can be a
support for learners, educators and other roles associated with the educational
process. This model is based on the constructivist[3, 16] approach and includes
basic principles for understanding learning, these principles involve the explo-
ration and discovery of artificial worlds and technological features that support
learning [14]. Next, elements of model proposed in Figure 2 are described.
5.1 User roles
The model proposes support for several roles within the learning environment,
these roles define the actions of the user and their learning process, in the reverse
part of virtual reality determines the type of interaction and content available
and its associated educational services[8, 24, 18]. Table 2 describes each of these
user roles.
Production Model of Virtual Reality Learning Environments 5
Fig. 2. Proposed Model for Virtual Reality Learning Environments
5.2 Platform
Virtual reality learning environments produced can be built on different plat-
forms according to the needs of the user, the available platforms ranging from
mobile devices, web applications and desktop applications that require a virtual
reality headset such as Oculus Rift or HTC Vive. The platform selection also
determines the degree of interaction and content that can be presented to the
user within in virtual reality learning environments.
5.3 Virtual Reality Learning Environment Features
The objective in virtual reality learning environments is that users achieve their
learning objectives through a transfer of immersive learning based on virtual
reality to the real world with real situations through practice by interacting
with objects and events in the simulated world[14, 9]. The following describes
two important features for the design of virtual reality learning environments
under the proposed model.
Virtual Reality
– Immersion technology aspects are considered to offer the user the feeling
of presence in an artificial environment as if he were in a daily learning
situation[17].
– According to Huang and Burdea [14, 5], interaction considers the strategies
for the user to interact with the virtual reality learning environment, user
inputs and feedback with the system are defined. Also it refers to strategies
to take into account that the user is engaged in the virtual environment [28].
6 Ortiz et al.
Table 2. User roles description in virtual reality learning environment model.
User Description
- Provide student orientation services.
- Provide content for pedagogical activities.
- He is an expert who dominates the contents.
Teacher
- Share learning experiences with students
- Encourage student participation.
- Facilitate the understanding of the basic contents and encourage self-learning.
- It generates its own knowledge.
- It is characterized by being interactive.
Student - It is related to the learning process.
- Guided by the teacher while building their own knowledge.
- Plans the learning activities.
- It has access to educational offering services.
Candidate - Interact with the contents academic procedures and educational facilities.
- It has access to some school matters.
External user - It has access to content public, and limited access to content and services.
– Imagination refers to how the learner uses his problem solving skills and his
ability to perceive and creative sense to interact with simulated elements[14].
Learning Strategies
– Role-playing allows the learner representation or simulation of roles for a
given situation or event that occurs within the virtual environment, which
encourages the learner to think creatively and solve situations[14, 19].
– Collaborative refers to the strategy where users exchange ideas and experi-
ences to gain knowledge within the virtual reality environment[14].
– Problem-based is based on the methodology of problem-based learning where
the user faces real situations using their own strategies using the tools offered
by the virtual environment[4].
– Creativity refers to strategies for the user through new ideas and concepts
develop their ability to solve problems[14].
5.4 Educational services
Educational services within the virtual reality learning environment complement
the virtual content offering support to academic institutions processes. Educa-
tional services of the proposed model are described below.
– Academic Procedures: Service available for users to perform management
or diligence management or diligence that is performed to obtain a result
regarding an academic process.
– Scholar Matters: Service responsible for administrative tasks and valida-
tion of study programs also register and validate information derived from
the educational process of students and provide academic and administrative
support to the teaching staff.
Production Model of Virtual Reality Learning Environments 7
– Teacher Training: Service responsible for policies and procedures to pre-
pare teachers in the field of knowledge, attitudes and skills [23].
– Educational Offering: Service refers to the different opportunities of edu-
cation degrees, these are offered by the university to future students.
– Educational Facilities: Service to find out the educational infrastructure.
6 Case Study
This section presents a virtual reality learning environment called “UAA Virtual
tour and services”, is designed to be used to offer learning content and educa-
tional services for the Autonomous University of Aguascalientes (UAA). The
UAA is an institution of higher education that has an approximate of 20,128
students distributed in postgraduate, undergraduate and high school. Currently,
the UAA has 89 plans and programs of study, 25 of which are postgraduate pro-
grams in masters and doctorates, 64 undergraduate 1 and a high school plan[30].
6.1 Virtual Learning Environments in Higher Education
According to Cuadro et al. [10], learning environments represent a series of steps
towards teaching allowing a reduction in time and space making it possible for
a large number of people to have access to content while attending their daily
activities. The “UAA Virtual tour and services” (VRUAA) is intended to peo-
ple who attend a higher education institution can cover their learning needs in
an immersed way where the user interacts with 3D elements and make use of
simulated educational content, In addition to having available services offered
by institutions of higher education, such as, consulting kardex, class content,
teachers information, etc. Among the advantages that we can mention when in-
corporating VRUAA are [26]: Provide elements for learning in an understandable
way that is not limited to the classroom or the educational institution; having
a platform accessible from a mobile device to a virtual reality device; Allow in-
teraction of different types of roles such as students, academics, etc. Integrate
different resources and services to enhance the way of teaching.
6.2 Participants
The launch of the VRUAA includes the participation of 20 students on average
graduate aged 25 to 30 years, of which 15 are men and 5 women. The procedure
for launch was that each participant used a virtual reality headset (HTC Vive
System) in which the VRUAA presents content and the user has an immersive
experience, as shown in Figure 3. The following subsection the results of the
information obtained from the launch of the VRUAA are presented.
8 Ortiz et al.
Fig. 3. VRUAA environment learning launching.
6.3 Results
The data for this study were gathered by means of an online survey based on
Davis et al. [11]. The survey is divided into two sections with six questions and
answers on a scale of 1 (unlikely) to 7 (likely). The purpose of the survey is to
measure in user experience in terms of perceived usefulness and ease of use of
VRUAA. The chart in Figure 5 presents the result of the survey of perception of
utility and ease of use applied to the group of participants that used the VRUAA.
The objective is to know the degree of perceived usefulness, that is, to what
extent the user believes that using the VRUAA can improve their performance
and take advantage of their learning activities. Perceived ease of use, refers to
degree to which a person believes that using the VRUAA can be free of effort
into their learning activities[11]. As shown in the chart in Figure 4 for both
aspects greater value 5 is obtained, indicating that there is a good acceptance
in perception generates usefulness and ease of use of the learning environment
VRUAA.
Fig. 4. Perceived usefulness and ease of use survey (left) and results chart (right) of
VRUAA launching.
Production Model of Virtual Reality Learning Environments 9
7 Conclusions and Future Works
The work presented in this article proposes a method to produce virtual reality
learning environments. The main objective is to integrate multiple technological
platforms that allow people to meet learning objectives through available con-
tent, resources, service integration and various user roles. In the proposed model,
each of its elements is described in order to have a base and design to produce
virtual reality learning environments to support the needs of higher education
institutions. The case study presents the implementation of VRUAA, which is an
immersive virtual reality system composed of 3D simulated content and services
associated with the purpose of offering support to various users who attend a
higher education institution. An evaluation is also presented showing the degree
of perception of utility and ease of use of the system, allowing users to know the
acceptance in general. The future work of this research includes new strategies
for the design and production of virtual reality educational environments, new
forms of interaction, new usability evaluation techniques and user experience
focused on supporting new learning needs through virtual reality.
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