Learning to distinguish Insects from other arthropods with immersive virtual reality
Keywords:
Learning, Immersive Virtual Reality, Safe learning spaces, Insects and VR
Abstract
Insects are necessary for the prevalence of ecosystems. Insects belong to a group of animals called "Arthropods." Many people ignore how to distinguish them, thus feeling afraid of these animals because of their appearance and usually hurting them. This study explores Immersive Virtual Reality (IVR) as an educational tool focused on allowing users to deduce a rule to distinguish between insects and other arthropods. In total, 21 under graduated students participated in this study. The results indicate that students feel confident when interacting with virtual insects and manage to complete the experience, even when they were afraid of these animals. It is also evident the teacher's importance to guide in interpreting the information that is being received.
References
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Afrooz, A., Ding, L., & Pettit, C. (2019). An Immersive 3D Virtual Environment to Support Collaborative Learning and Teaching. In S. Geertman, Q. Zhan, A. Allan, & C. Pettit (Eds.), International Conference on Computers in Urban Planning and Urban Management (pp. 267–282). Springer, Cham. https://doi.org/10.1007/978-3-030-19424-6_15
Ahir, K., Govani, K., Gajera, R., & Shah, M. (2020). Application on Virtual Reality for Enhanced Education Learning, Military Training and Sports. Augmented Human Research, 5(1), 7. https://doi.org/10.1007/s41133-019-0025-2
Bethke, J. A., Kabashima, J. N., Newman, J. P., Robb, K. L., & Wilen, C. A. (2014). Insect, Mites, and Other Invertebrate Pests. In Container Nursery Production and Business Management Manual, (pp. 201–223).
Campbell, J. W., Stanley-Stahr, C., Bammer, M., Daniels, J. C., & Ellis, J. D. (2019). Contribution of bees and other pollinators to watermelon (Citrullus lanatus Thunb.) pollination. Journal of Apicultural Research, 58(4), 597–603. https://doi.org/10.1080/00218839.2019.1614271
Carruth, D. W. (2017). Virtual reality for education and workforce training. 2017 15th International Conference on Emerging ELearning Technologies and Applications (ICETA), 1–6. https://doi.org/10.1109/ICETA.2017.8102472
Cho, Y. H., & Lim, K. Y. T. (2017). Effectiveness of collaborative learning with 3D virtual worlds. British Journal of Educational Technology, 48(1), 202–211. https://doi.org/10.1111/bjet.12356
Fuller, C. (2020). Dermatoses Caused by Arthropods. In M. A., H. R., & N. B. (Eds.), Skin Disorders in Migrants (pp. 55–57). Springer, Cham. https://doi.org/10.1007/978-3-030-37476-1_9
High Fidelity Inc. (2021). High Fidelity. https://www.highfidelity.com/
Lin, E. C.-H., Shih, Y.-C., & Chang, R.-C. (2018). A Research on Integrating AR and Multimedia Technology for Teaching and Learning System Design. In N. Yen & J. Hung (Eds.), Frontier Computing (pp. 725–731). Springer, Singapore. https://doi.org/10.1007/978-981-10-3187-8_68
McCann, R. A., Armstrong, C. M., Skopp, N. A., Edwards-Stewart, A., Smolenski, D. J., June, J. D., Metzger-Abamukong, M., & Reger, G. M. (2014). Virtual reality exposure therapy for the treatment of anxiety disorders: An evaluation of research quality. Journal of Anxiety Disorders, 28(6), 625–631. https://doi.org/10.1016/j.janxdis.2014.05.010
Miloff, A., Lindner, P., Dafgård, P., Deak, S., Garke, M., Hamilton, W., Heinsoo, J., Kristoffersson, G., Rafi, J., Sindemark, K., Sjölund, J., Zenger, M., Reuterskiöld, L., Andersson, G., & Carlbring, P. (2019). Automated virtual reality exposure therapy for spider phobia vs. in-vivo one-session treatment: A randomized non-inferiority trial. Behaviour Research and Therapy, 118, 130–140. https://doi.org/10.1016/j.brat.2019.04.004
Miss D., J. V., & Cuauhtémoc, D. (2007). Observaciones sobre los coleópteros saproxilófilos (Insecta: Coleoptera) en Sotuta, Yucatán, México. In Revista Colombiana de Entomología (Vol. 33, Issue 1).
Nigam, A., Kabra, P., & Doke, P. (2011). Augmented Reality in agriculture. 2011 IEEE 7th International Conference on Wireless and Mobile Computing, Networking and Communications (WiMob), 445–448. https://doi.org/10.1109/WiMOB.2011.6085361
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Southgate, E., Smith, S. P., Cividino, C., Saxby, S., Kilham, J., Eather, G., Scevak, J., Summerville, D., Buchanan, R., & Bergin, C. (2019). Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice. International Journal of Child-Computer Interaction, 19, 19–29. https://doi.org/10.1016/j.ijcci.2018.10.002
Tarng, W., Ou, K.-L., Yu, C.-S., Liou, F.-L., & Liou, H.-H. (2015). Development of a virtual butterfly ecological system based on augmented reality and mobile learning technologies. Virtual Reality, 19(3–4), 253–266. https://doi.org/10.1007/s10055-015-0265-5
How to Cite
Garzón-Marín, V., Figueroa, P., & Molina, J. (2021). Learning to distinguish Insects from other arthropods with immersive virtual reality. Revista Colombiana De Computación, 22(1), 34–43. https://doi.org/10.29375/25392115.4152
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Published
2021-06-01
Section
Article of scientific and technological research
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