Teaching with a companion: the case of gravity
Fuente:
arXiv
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| Auteurs principaux: | , , |
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| Format: | Preprint |
| Publié: |
2024
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| _version_ | 1866910310738165760 |
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| author | Zhurakovskaia, Iuliia Vezien, Jeanne Bourdot, Patrick |
| author_facet | Zhurakovskaia, Iuliia Vezien, Jeanne Bourdot, Patrick |
| contents | Virtual Reality (VR) has repeatedly proven its effectiveness in student learning. However, despite its benefits, the student equipped with a personal headset remains isolated from the real world while immersed in a virtual space and the classic student-teacher model of learning is difficult to transpose in such a situation. This study aims to bring the teacher back into the learning process when students use a VR headset. We describe the benefits of using a companion for educational purposes, taking as a test case the concept of gravity. We present an experimental setup designed to compare three different teaching contexts: with a physically present real teacher, using a live video of the teacher, and with a VR avatar of the teacher. We designed and evaluated three scenarios to teach the concept of gravity: an introduction to the concept of free fall, a parabolic trajectory workshop and a final exercise combining both approaches. Due to sanitary conditions, only pre-tests are reported. The results showed that the effectiveness of using the VR simulations for learning and the self-confidence level of the students increased as well. The interviews show that the students ranked the teaching modes in this order: VR companion mode, video communication and real teacher. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2401_01832 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Teaching with a companion: the case of gravity Zhurakovskaia, Iuliia Vezien, Jeanne Bourdot, Patrick Graphics Human-Computer Interaction Virtual Reality (VR) has repeatedly proven its effectiveness in student learning. However, despite its benefits, the student equipped with a personal headset remains isolated from the real world while immersed in a virtual space and the classic student-teacher model of learning is difficult to transpose in such a situation. This study aims to bring the teacher back into the learning process when students use a VR headset. We describe the benefits of using a companion for educational purposes, taking as a test case the concept of gravity. We present an experimental setup designed to compare three different teaching contexts: with a physically present real teacher, using a live video of the teacher, and with a VR avatar of the teacher. We designed and evaluated three scenarios to teach the concept of gravity: an introduction to the concept of free fall, a parabolic trajectory workshop and a final exercise combining both approaches. Due to sanitary conditions, only pre-tests are reported. The results showed that the effectiveness of using the VR simulations for learning and the self-confidence level of the students increased as well. The interviews show that the students ranked the teaching modes in this order: VR companion mode, video communication and real teacher. |
| title | Teaching with a companion: the case of gravity |
| topic | Graphics Human-Computer Interaction |
| url | https://arxiv.org/abs/2401.01832 |