Presentation competence increased without a difference between VR and face-to-face.

Students’ presentation competence increased without a difference between VR and face-to-face.

Proud to be co-authors on an article published in one of the leading journals “Computers & Education”.

Together with an excellent team, we researched the impact of giving feedback in VR compared to face-2-face feedback.

The research shows that presentation competence increased without a difference between face-2-face feedback and VR. Also the feedback in VR was perceived as detailed.

The VR environment let the students experience a classroom setting where they had to present. During their presentation all kind of measurements where being conducted. Measurements on voice, posture etc. These measurements provided the input for giving the feedback in graphs and explanation.

Meanwhile we face teacher shortages in the Netherlands. Using effective learning technologies, can teacher shortage be reduced?

Read the entire article

HIGHLIGHTS

Students’ presentation competence increased without a difference between VR and face-to-face.

Students who presented in virtual reality perceived the feedback as detailed.

Students who presented face-to-face perceived the feedback as constructive.

Scientific research to practical use

Together with the PhD-researcher Stan van Ginkel CoVince embedded all knowledge & insights into a product accessible for education and training. Combining theory, (simulated) practice and many different measurements with (real time) feedback.

The training can be downloaded on your smartphone (IOS, Android) and you can start right away! It includes feedback in VR and in all kinds of other adventurous learning experiences.

PS. This training is available in Dutch. Interested in the English version? Contact us

 

VR learning: positive effects on performance, emotion and engagement

 
 

Interesting research: “Participants in the traditional and VR conditions had improved overall performance (i.e. learning, including knowledge acquisition and understanding) compared to those in the video condition. Participants in the VR condition also showed better performance for ‘remembering’ than those in the traditional and the video conditions. Emotion self-ratings before and after the learning phase showed an increase in positive emotions and a decrease in negative emotions for the VR condition. Conversely there was a decrease in positive emotions in both the traditional and video conditions. The Web-based learning tools evaluation scale also found that participants in the VR condition reported higher engagement than those in the other conditions. Overall, VR displayed an improved learning experience when compared to traditional and video learning methods.”

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360 video, 2x more recall

 
 
 
New research claims 2 times recall, when using 360.
“Our study aimed to assess the immersive qualities of VR not only upon application but -more importantly- during the retrieval of the virtual experiences subsequent to a VR session. We presented participants with either a 360° VR or a 2D video of a motorcycle ride followed by an unannounced recognition memory task 48 h later. Increased retrieval success and delayed reaction times in the VR group indicate that immersive VR experiences become part of an extensive autobiographical associative network, whereas the conventional video experience remains an isolated episodic event.”

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