Virtual Reality, Interactive Whiteboard Lessons or Traditional Education? Analysis of the Degree of Acceptance of Individual Forms of Activity by Students at the Level of Early School Education
Abstract
The article serves as a summary of one of the parts of the research carried out as part of the research grant: Initiative of Excellence - Débuts ("Initiative of Excellence - Research University" program) in the years 2020-2021. The presented analyses concern the comparison of the degree of acceptance of traditional and interactive classes taught with the use of a multimedia board and tablets with interactive classes carried out with the use of VR goggles with motion controllers. The issue of acceptance of classes taught with the use of various techniques and didactic tools is extremely important. A student-friendly environment and working methods influence students' interest and their willingness to be active during lessons. The above-mentioned research was carried out in a group of 570 students in the 2nd and 3rd grade of primary schools from the Kuyavian-Pomeranian Voivodeship. The analyses presented to the readers are mainly based on the quantitative data obtained on the basis of observations and surveys. The research material is supplemented with qualitative data obtained through interviews. During the statistical verification, the following tests were used: analysis of variance (ANOVA) with Welch's correction, post-hoc analysis with Games Howell's pair wise comparison test, and V-Cramer’s correlation. The calculations have shown that there is a statistically significant difference in the level of acceptance of the analysed types of classes.
References
Bailenson, J. (2018). Wirtualna rzeczywistość. Doznanie na żądanie (K. Krzyżanowski, tłum.). Helion.
Caserman, P., Garcia-Agundez, A., Gámez Zerban, A. i Göbel, S. (2021). Cybersickness in current-generation virtual reality head-mounted displays: systematic review and outlook. Virtual Reality, 25, 1153–1170.
Chang, E., Kim, H.T. i Yoo, B. (2020). Virtual reality sickness: A review of causes and measurements. International Journal of Human–Computer Interaction, 36(17), 1658–1682.
Dai, B. (2018, 23 lutego). Why kids love virtual reality. VRPlayin. https://blog.vrplayin.ca/why-kids-love-virtual-reality
Demitriadou, E., Stavroulia, K.-E. i Lanitis A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25(1), 381–401.
Fabola, A. i Miller, A. (2016). Virtual reality for early education: A study. Immersive Learning Research Network, 59–72. https://doi.org/10.1007/978-3-319-41769-1_5
Guixeres, J., Saiz, J., Alcañiz, M., Cebolla, A., Escobar, P., Baños, R., Botella, C., Lison, J.F., Alvarez, J., Cantero, L. i Lurbe, E. (2013). Effects of virtual reality during exercise in children. Journal of Universal Computer Science, 19(9), 1334–1349.
Innocenti, E.D., Geronazzo, M., Vescovi, D., Nordahl, R., Serafin, S., Ludovico L.A. i Avanzini, F. (2019). Mobile virtual reality for musical genre learning in primary education. Computers & Education, 139(1), 102–117.
Juszczyk, S. (2002). Statystyka dla pedagogów. Zarys wykładu. Wydawnictwo Adam Marszałek.
Juszczyk, S. (2005). Badania ilościowe w naukach społecznych. Szkice metodologiczne. Wydawnictwo Śląskiej Wyższej Szkoły Zarządzania im. gen. Jerzego Ziętka w Katowicach.
Juszczyk, S. (2013). Badania jakościowe w naukach społecznych. Szkice metodologiczne. Wydawnictwo Uniwersytetu Śląskiego.
Konarzewski, K. (2000). Jak uprawiać badania oświatowe. Metodologia praktyczna. Wydawnictwa Szkolne i Pedagogiczne.
Korzeniewski, K. (2014). Dziecko w podróży. Forum Medycyny Rodzinnej, 8(4), 174–180.
LaValle, S.M. (2019). Virtual reality. Cambridge University Press.
Lindgren, R., Tscholl, M., Wang, S. i Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174–187.
Majewska, K. (2015). Tablica interaktywna w procesie nauczania wczesnoszkolnego. Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika.
Majewska, K. (2021). Nauczanie i uczenie się w przestrzeni mediów wirtualnych. Rzeczywistość wirtualna w edukacji wczesnoszkolnej. Wydawnictwo Adam Marszałek.
Makransky, G., Terkildsen, T.S. i Mayer, R.E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236.
Merchant, Z., Goetz, E.T., Cifuentes, L., Kenney-Kennicutt, W. i Davis, T.J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70(1), 29–40.
Morbitzer, J. (2015). O nowej przestrzeni edukacyjnej w hybrydowym świecie. Labor et Educatio, 3, 411–430.
PWC. (2020, 25 czerwca). The effectiveness of virtual reality soft skills training in the enterprise: A study. https://lookingglassxr.com/wp-content/uploads/2020/10/pwc-understanding-the-effectiveness-of-soft-skills-training-in-the-enterprise-a-study.pdf
Rubacha, K. (2008). Metodologia badań nad edukacją. Wydawnictwa Akademickie i Profesjonalne.
Słownik języka polskiego. (b.d.). Akceptacja. W: Słownik języka polskiego. Pobrano 10.03.2022 z https://sjp.pwn.pl/sjp/akceptacja;2439112.html
Systel. (b.d.). Virtual reality, czyli czym jest wirtualna rzeczywistość? Systel. https://systel.pl/virtual-reality/
Thisgaard, M. i Makransky, G. (2017). Virtual learning simulations in high school: Effects on cognitive and non-cognitive outcomes and implications on the development of STEM academic and career choice. Frontiers in Psychology, 8(805), 1–13.
Copyright (c) 2022 Elementary Education in Theory and Practice
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- When submitting a text, the author declares that he/she is the Author of the article (hereinafter referred to as the “Work”) and:
- he/she owns the exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyright to the Work.
Declares that it does not infringe any third party copyrights or legal rights.
Declares that there is no conflict of interest.
2. At the same time, the Author grants the Ignatianum University in Cracowa royalty-free, non-exclusive and territorially unlimited licence to use the Work in the following fields of exploitation:
- recording the Work in a hard copy, as well as on a digital or magnetic medium;
- reproduction of the Work using any technique, without limitation of the number of editions or copies;
- distribution of the Work and its copies on any medium, including marketing, sale, lending, and rental;
- introduction of the Work into a computer memory;
- disseminating the Work in information networks, including in the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a way that everyone can have access to it at a time and place of their own choosing;
- within the scope of dependent rights to the Work, including in particular the right to make necessary changes to the Work resulting from editorial and methodical development, as well as to translate the Work into foreign languages;
The licence is granted from the moment of the transfer of the Work to the Ignatianum University in Cracow. The Ignatianum University in Cracow is entitled to grant further sub-licences to the Work within the scope of the right granted. The licence is time-limited and it is granted for a period of 15 years, starting from the date of its granting.
Authors are permitted and encouraged to publish their text online (e.g. in their institution’s repository or on the institution’s website) before or during the submission process as this may lead to beneficial exchanges, as well as earlier and greater citation of the published text (See The Effect of Open Access). We recommend using any of the following portals of research associations:
- ResearchGate
- SSRN
- Academia.edu
- Selected Works
- Academic Search
