TY - GEN
T1 - Web-based virtual reality development in classroom
AU - Nguyen, Vinh T.
AU - Hite, Rebecca
AU - Dang, Tommy
N1 - Publisher Copyright:
© 2018 IEEE.
PY - 2019/1/15
Y1 - 2019/1/15
N2 - Virtual Reality (VR) content development tools are in continuous production by both enthusiastic researchers and software development companies. Yet, learners could benefit from participating in this development, not only for learning vital programming skills, but also skills in creativity and collaboration. Web-based VR (WebVR) has emerged as a platform-independent framework that permits individuals (with little to no prior programming experience) to create immersive and interactive VR applications. Yet, the success of WebVR relies on students' technological acceptance, the intersectionality of perceived utility and ease of use. In order to determine the effectiveness of the emerging tool for learners of varied experience levels, this paper presents a case study of 38 students who were tasked with developing WebVR 'dream' houses. Results showed that students were accepting of the technology by not only learning and implementing WebVR in a short time (one month), but were also capable of demonstrating creativity and problem-solving skills with classroom supports (i.e., pre-project presentations, online discussions, exemplary projects, and TA support). Results as well as recommendations, lessons learned, and further research are addressed.
AB - Virtual Reality (VR) content development tools are in continuous production by both enthusiastic researchers and software development companies. Yet, learners could benefit from participating in this development, not only for learning vital programming skills, but also skills in creativity and collaboration. Web-based VR (WebVR) has emerged as a platform-independent framework that permits individuals (with little to no prior programming experience) to create immersive and interactive VR applications. Yet, the success of WebVR relies on students' technological acceptance, the intersectionality of perceived utility and ease of use. In order to determine the effectiveness of the emerging tool for learners of varied experience levels, this paper presents a case study of 38 students who were tasked with developing WebVR 'dream' houses. Results showed that students were accepting of the technology by not only learning and implementing WebVR in a short time (one month), but were also capable of demonstrating creativity and problem-solving skills with classroom supports (i.e., pre-project presentations, online discussions, exemplary projects, and TA support). Results as well as recommendations, lessons learned, and further research are addressed.
KW - A-frame
KW - Course design
KW - Student creativity
KW - Technology acceptance model
KW - Web-based virtual reality
UR - http://www.scopus.com/inward/record.url?scp=85062173736&partnerID=8YFLogxK
U2 - 10.1109/AIVR.2018.00010
DO - 10.1109/AIVR.2018.00010
M3 - Conference contribution
AN - SCOPUS:85062173736
T3 - Proceedings - 2018 IEEE International Conference on Artificial Intelligence and Virtual Reality, AIVR 2018
SP - 11
EP - 18
BT - Proceedings - 2018 IEEE International Conference on Artificial Intelligence and Virtual Reality, AIVR 2018
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 10 December 2018 through 12 December 2018
ER -