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dc.contributor.authorFlynn, Nigel
dc.contributor.editorEnglish, Marie
dc.contributor.editorLogue, Pauline
dc.contributor.editorDunne, Kate
dc.contributor.editorMcGrath, Mary
dc.contributor.otherMcMillan, Barry
dc.date.accessioned2020-11-13T09:26:14Z
dc.date.available2020-11-13T09:26:14Z
dc.date.copyright2020
dc.date.issued2020
dc.identifier.citationFlynn, NAn evaluation of virtual reality (VR) as an learning tool for students with the aid of an interactive VR simulation program. A thesis submitted in the Thesis in Education Science module in partial fulfilment of the requirements for the Master of Arts in Teaching & Learning programme in the Galway-Mayo Institute of Technologyen_US
dc.identifier.otherTheses - Electronics, Computer & Software Engineering AITen_US
dc.identifier.urihttp://research.thea.ie/handle/20.500.12065/3472
dc.description.abstractThe concept for this research began with the realisation that Virtual Reality (VR) could be used in education. This inspired an interest in the applications of VR and its possible benefit as a teaching and learning tool in higher education. The aim of the research is to perform a literature analysis of VR as a learning tool, and evaluate a first-year higher education students’ experience of its implementation with the aid of an interactive VR simulation program. Objective one is to critically analyse existing literature regarding the implementation of VR in education. Objective two is to perform a literature analysis of the learning theories that underpin VR as a learning tool. The final objective is to evaluate the students experience when using VR for a computer networks application in an educational environment. Participants in the research were required to wear a VR headset and interact with a virtual environment which was a representation of a computer network. An interpretivist paradigm was used as the lens of the research as the participants’ experience was a key feature of the aim of the research. A mixed approach was chosen to enrich the research with both quantitative and qualitative data. The research methods used were a questionnaire and a subsequent focus group. A limitation of this research was the number of participants which was 21. The limited access to resources to develop the VRLE restricted its operation and appearance. The literature analysis identified eight themes for the research which were Motivation, Novelty, Immersive Effect, VRLE Design, Possible Immersive Environment Discomfort, Alignment with Experiential Learning, Alignment with Situated Learning and Alignment with Constructivism. These themes were used to underpin the questionnaire questions and focus group discussion. The findings of the research indicated a positive reaction from participants to the usage and benefits of VR as a learning tool. However, they indicated a preference for limited use. The research finding argued an alignment with VR and the learning theories of Experiential Learning, Situated Learning and Constructivism.en_US
dc.formatPDFen_US
dc.language.isoenen_US
dc.publisherGMITen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/ie/*
dc.subjectVirtual realityen_US
dc.subjectEducationen_US
dc.subjectComputer networksen_US
dc.subjectLearning theoriesen_US
dc.titleAn evaluation of virtual reality (VR) as an learning tool for students with the aid of an interactive VR simulation programen_US
dc.typeThesisen_US
dc.description.peerreviewyesen_US
dc.rights.accessOpen Accessen_US
dc.subject.departmentFaculty of Engineering & Informatics AITen_US


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Attribution-NonCommercial-NoDerivs 3.0 Ireland
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland