Work

Contextualizing and visualizing abstract theoretical knowledge for situated learning: large-scale VR-supported higher education in China

Year: 2024

Type: article

Abstract: Against the backdrop of a worldwide decline in students’ mastery of theoretical knowledge in mathematics and other fundamental sciences, the present study explores how China has attempted to facilitate university students’ learning of theoretical knowledge by massively developing and using virtual reality (VR)-supported simulations. Through presenting three specific cases in the fields of telecommunications engineering, civil engineering, and chemical engineering in three Chinese universities, the study unravels how VR creates simulated physical and social settings, contextualizes and visualizes abstract theoretical knowledge points, and provides opportunities for students to set parameters and situated environment on their own to enhance the dynamic student-knowledge interaction and university students’ hands-on experiences of learning by doing at micro-level. The study discusses the processes of using VR from a situated learning perspective and provides implications for how universities and colleges can help students better master theoretical knowledge and avoid abstraction shock.

Source: Virtual Reality

DOI: 10.1007/s10055-024-01075-z

Authors: Tengteng Zhuang, Xiaoshu Xu, Yunfeng Zhang

Institutions: Beijing Normal University, Wenzhou University, Macao Polytechnic University

Language: English

Topic: Virtual Reality Applications and Impacts

Subfield: Human-Computer Interaction

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,890