The Design, development and evaluation of a virtual reality (vr)-based learning environment: its efficacy in novice car driver instruction

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dc.contributor.authorChwen Jen, Chen
dc.date.accessioned2015-08-07T08:34:25Z
dc.date.available2015-08-07T08:34:25Z
dc.date.issued2005-05
dc.description.abstractThis study pursues developmental goals (Reeves, 2000; Richey & Nelson, 1996) by focusing on developing a plausible solution to solve a problem in a real context while at the same time constructing a feasible instructional design and development framework that can guide future developmental efforts. The identified learning problem focuses on the understanding of traffic rules for various road scenarios that consist of ordinary roads, different types of road junction and related traffic signs, in which novice car drivers are found to face difficulty in understanding the conventional learning materials, which are in the form of text and two-dimensional static images. An evaluation that employs a quasi-experimental design is then conducted to investigate the effects of the developed learning environment, which is a VR-based learning environment, on learning; to investigate the effects of controlling the exploration through the virtual environments on learning; and to investigate the effects of learners' . aptitudes, both spatial visualisation ability and learning style, on learning. The VRbased learning environment employs an instructional design theoretical framework that combines the concept of integrative goal (Gagne & Merrill, 1990) with the constructivist le~rning environments design model (Jonassen, 1999) to serve as the macro-strategy and employs the design principles derived from the cognitive theory of multimedia learning (Mayer, 2002) to serve as the micro-strategy. This learning environment also adopts the Recursive, Reflective Design and Development (R2D2) model (Willis, 1995; Willis & Wright, 2000) as the instructional development model. The evaluation study employs a multiple-group pretesf-posttest quasi-experimental factorial design. A total of 184 Form Four students participate in this study. The study discovers that learners exposed to the Guided VR mode significantly outperform the learners exposed to the Non-Guided VR mode as well as the learners exposed to the Non VR mode. Both low spatial visualisation ability learners and high spatial visualisation ability learners exposed to the Guided VR mode significantly outperform their Non-Guided VR and Non VR counterparts. It is also found that the Guided VR mode provides almost equivalent benefits to both low spatial visualisation ability learners and high spatial visualisation ability learners. The interaction effect between the learners' spatial visualisation abilities and the three learning modes is not significant. Similar findings are obtained for the moderator variable on learning style, which is betwe'en the assimilator learners and the accommodator learners. Both assimilator learners and accommodator learners exposed to tile Guided VR mode significantly outperform their Non-Guided VR and Non VR counterparts. It is also found that the Guided VR mode provides almost equivalent benefits to both assimilator learners and accommodator learners. The interaction effect between the learners' learning styles and the three learning modes is not significant. The conclusion of this study is supportive of the positive value of employing a VR-based learning environment for this particular learning problem, suggests the importance of providing sufficient navigational aids to control exploration through virtual environments, and shows the VR-based learning - environment as a promising medium to accommodate individual differences in terms of spatial visualisation ability and learning style.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/1078
dc.language.isoenen_US
dc.subjectDevelopment and evaluationen_US
dc.subjectVirtual reality (vr)-baseden_US
dc.subjectNovice car driver instructionen_US
dc.titleThe Design, development and evaluation of a virtual reality (vr)-based learning environment: its efficacy in novice car driver instructionen_US
dc.typeThesisen_US
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