Learning in virtual space: an intergenerational pilot project
Introduction: More and more educational institutions are discovering the advantages of settings for digital teaching and learning and the technology of virtual reality (VR). This also holds true for the BZ Pflege in the field of continuing education with age-heterogeneous groups of participants. The...
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German Medical Science GMS Publishing House
2021-02-01
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doaj-fedd15c73f714caab62bf4c3d0acf89d2021-02-19T07:26:34ZdeuGerman Medical Science GMS Publishing HouseGMS Journal for Medical Education2366-50172021-02-01382Doc3710.3205/zma001433Learning in virtual space: an intergenerational pilot projectSchlegel, Claudia0Geering, Alain1Weber, Uwe2Berner Bildungszentrum Pflege, Bern, SwitzerlandBerner Bildungszentrum Pflege, Bern, SwitzerlandBerner Bildungszentrum Pflege, Bern, SwitzerlandIntroduction: More and more educational institutions are discovering the advantages of settings for digital teaching and learning and the technology of virtual reality (VR). This also holds true for the BZ Pflege in the field of continuing education with age-heterogeneous groups of participants. The question arises whether baby-boomers and X and Y generation learners accept, understand and perceive the digital form of learning with VR glasses as beneficial for their learning.Project description: A course has been developed with the goal of teaching the anatomy of the heart by immersive visualisation. A questionnaire was used to determine how the use of VR glasses influenced participants` learning, acceptance, understanding and cognitive load.Results: The participants reacted positively to the VR technology. The new learning technology did not lead to cognitive overload. Participants indicated that they were able to link new knowledge with already existing knowledge. They also found the VR glasses easy to use.Conclusion: From the perspective of participants and project management alike, it can be said that age- heterogeneous groups present no obstacle for new innovative teaching methods, such as the use of VR glasses.http://www.egms.de/static/en/journals/zma/2021-38/zma001433.shtmlvirtual realitygenerationslearning |
collection |
DOAJ |
language |
deu |
format |
Article |
sources |
DOAJ |
author |
Schlegel, Claudia Geering, Alain Weber, Uwe |
spellingShingle |
Schlegel, Claudia Geering, Alain Weber, Uwe Learning in virtual space: an intergenerational pilot project GMS Journal for Medical Education virtual reality generations learning |
author_facet |
Schlegel, Claudia Geering, Alain Weber, Uwe |
author_sort |
Schlegel, Claudia |
title |
Learning in virtual space: an intergenerational pilot project |
title_short |
Learning in virtual space: an intergenerational pilot project |
title_full |
Learning in virtual space: an intergenerational pilot project |
title_fullStr |
Learning in virtual space: an intergenerational pilot project |
title_full_unstemmed |
Learning in virtual space: an intergenerational pilot project |
title_sort |
learning in virtual space: an intergenerational pilot project |
publisher |
German Medical Science GMS Publishing House |
series |
GMS Journal for Medical Education |
issn |
2366-5017 |
publishDate |
2021-02-01 |
description |
Introduction: More and more educational institutions are discovering the advantages of settings for digital teaching and learning and the technology of virtual reality (VR). This also holds true for the BZ Pflege in the field of continuing education with age-heterogeneous groups of participants. The question arises whether baby-boomers and X and Y generation learners accept, understand and perceive the digital form of learning with VR glasses as beneficial for their learning.Project description: A course has been developed with the goal of teaching the anatomy of the heart by immersive visualisation. A questionnaire was used to determine how the use of VR glasses influenced participants` learning, acceptance, understanding and cognitive load.Results: The participants reacted positively to the VR technology. The new learning technology did not lead to cognitive overload. Participants indicated that they were able to link new knowledge with already existing knowledge. They also found the VR glasses easy to use.Conclusion: From the perspective of participants and project management alike, it can be said that age- heterogeneous groups present no obstacle for new innovative teaching methods, such as the use of VR glasses. |
topic |
virtual reality generations learning |
url |
http://www.egms.de/static/en/journals/zma/2021-38/zma001433.shtml |
work_keys_str_mv |
AT schlegelclaudia learninginvirtualspaceanintergenerationalpilotproject AT geeringalain learninginvirtualspaceanintergenerationalpilotproject AT weberuwe learninginvirtualspaceanintergenerationalpilotproject |
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