Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review
Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode hi...
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ftunivtampere:oai:trepo.tuni.fi:10024/133462 2024-01-07T09:42:54+01:00 Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review Mystakidis, Stylianos Berki, Eleni Valtanen, Juri Petri Tampere University Education 2021-03 1690227 fulltext https://trepo.tuni.fi/handle/10024/133462 https://doi.org/10.3390/app11052412 en eng 2412 5 11 2076-3417 https://trepo.tuni.fi/handle/10024/133462 URN:NBN:fi:tuni-202107286390 doi:10.3390/app11052412 cc by 4.0 openAccess 516 Educational sciences review 2021 ftunivtampere https://doi.org/10.3390/app11052412 2023-12-14T00:07:33Z Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summa-rizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal. Peer reviewed Review DML Tampere University: Trepo Applied Sciences 11 5 2412 |
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Tampere University: Trepo |
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ftunivtampere |
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English |
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516 Educational sciences |
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516 Educational sciences Mystakidis, Stylianos Berki, Eleni Valtanen, Juri Petri Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review |
topic_facet |
516 Educational sciences |
description |
Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summa-rizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal. Peer reviewed |
author2 |
Tampere University Education |
format |
Review |
author |
Mystakidis, Stylianos Berki, Eleni Valtanen, Juri Petri |
author_facet |
Mystakidis, Stylianos Berki, Eleni Valtanen, Juri Petri |
author_sort |
Mystakidis, Stylianos |
title |
Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review |
title_short |
Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review |
title_full |
Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review |
title_fullStr |
Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review |
title_full_unstemmed |
Deep and meaningful e-learning with social virtual reality environments in higher education : A systematic literature review |
title_sort |
deep and meaningful e-learning with social virtual reality environments in higher education : a systematic literature review |
publishDate |
2021 |
url |
https://trepo.tuni.fi/handle/10024/133462 https://doi.org/10.3390/app11052412 |
genre |
DML |
genre_facet |
DML |
op_relation |
2412 5 11 2076-3417 https://trepo.tuni.fi/handle/10024/133462 URN:NBN:fi:tuni-202107286390 doi:10.3390/app11052412 |
op_rights |
cc by 4.0 openAccess |
op_doi |
https://doi.org/10.3390/app11052412 |
container_title |
Applied Sciences |
container_volume |
11 |
container_issue |
5 |
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2412 |
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1787424161690288128 |