2026-07-08T22:15:39Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/63552022-11-16T13:45:18Zcom_10259_4219com_10259_5086com_10259_2604com_10259_6190com_10259_6189com_10259.4_106col_10259_4220col_10259_6191

Checa, David Miguel Alonso, Inés Bustillo Iglesias, Andrés 2022-01-24T12:37:59Z 2022-01-24T12:37:59Z 2021-12 1359-4338 http://hdl.handle.net/10259/6355 10.1007/s10055-021-00607-1 Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students. GruaRV project (Reference Number INVESTUN/18/BU/0002) of the Consejeria de Empleo of the Junta de Castilla y León (Spain), the Erasmus+ RISKREAL Project (Reference Number 2020-1-ES01-KA204-081847) of the European Commission and the SMART-EASY project (Reference Number IDI-20191008) funded by the Centro para el Desarrollo Tecnológico e Industrial (CDTI). Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE eng Springer Virtual Reality. 2021 https://doi.org/10.1007/s10055-021-00607-1 info:eu-repo/grantAgreement/Junta de Castilla y León//INVESTUN%2F18%2FBU%2F0002//Simulador inteligente en Realidad Virtual Inmersiva Colaborativa para la prevención de riesgos laborales por aplastamiento en industrias del metal o plástico info:eu-repo/grantAgreement/EC/Erasmus+/2020-1-ES01-KA204-081847/EU info:eu-repo/grantAgreement/CDTI//IDI-20191008 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Virtual reality Educational game E-learning Active learning Computer science Game engine Head mounted display Informática Enseñanza Computer science Teaching Immersive virtual-reality computer-assembly serious game to enhance autonomous learning info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Virtual Reality