Virtual Reality and Art History: A Case Study of Digital Humanities and Immersive Learning Environments

Virtual Reality and Art History: A Case Study of Digital Humanities and Immersive Learning Environments James Hutson Trenton Olsen

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Virtual Reality and Art History: A Case Study of Digital Humanities and Immersive Learning Environments 2022 Journal of Higher Education Theory and Practice 10.33423/jhetp.v22i2.5036 hutson2022-virtual-reality-and-art-history-a hutson2022-virtual-reality-and-art-history-a.txt, the project's staged copy 136ebf459c1a7902e54464318ff213be33306bc6 open-access higher-education-pedagogy

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0 spans located by searching the stored text for the quote's exact words, allowing any whitespace between them method Quotation withheld because this record is not cleared for redistribution. virtual reality in art history teaching Quotation withheld because this record is not cleared for redistribution. practice-report practice-report Quotation withheld because this record is not cleared for redistribution. mechanisms Cheaper head-mounted displays with audio-visual immersivity plus a growing library of educational applications remove the cost and usability barriers, which is what now permits adoption in universities rather than only in the military and medicine. Quotation withheld because this record is not cleared for redistribution. mechanisms Prior everyday exposure to consumer motion-sensing and touchscreen devices lowers the perceived novelty of VR, which reduces visitors' reluctance to try immersive installations. Quotation withheld because this record is not cleared for redistribution. What the study measures is what students and faculty say on a rating scale, not any learning outcome. what this limits: the educational claims made from this study: the outcome recorded is perceived usefulness reported by students and faculty on a Likert scale, so it is a measure of opinion about the technology rather than of learning Quotation withheld because this record is not cleared for redistribution. Half the surveyed students did not want the technology used in their other courses. what this limits: the enthusiasm reported here as support for wider adoption: only half of the polled group said they would like to see such experiences integrated into other coursework Quotation withheld because this record is not cleared for redistribution. What the existing literature covers is attributed to what was affordable, not to what was found. what this limits: the state of the VR-in-education literature: its limitations and range are attributed to the budgetary and technological constraints faced by previous educators, so absence of evidence in an area reflects cost rather than a negative finding Quotation withheld because this record is not cleared for redistribution. The field is stated to have limited understanding of how the technology affects any specific learning outcome. what this limits: a claim that VR enhances learning: the paper states there is Quotation withheld because this record is not cleared for redistribution. control groups shown only text, pictures and PowerPoint slides, but taken through the SAME SEQUENCE OF EVENTS as the virtual-reality group eliminates: the novelty and structure of the session rather than the virtual reality - same sequence, same duration, different medium · outcome (stated by the tagger, no quotation): held Quotation withheld because this record is not cleared for redistribution. virtual reality virtual reality Quotation withheld because this record is not cleared for redistribution. immersive realities immersive realities Quotation withheld because this record is not cleared for redistribution. perceived usefulness perceived usefulness Quotation withheld because this record is not cleared for redistribution. Likert scale Likert scale Quotation withheld because this record is not cleared for redistribution. learning outcomes learning outcomes Quotation withheld because this record is not cleared for redistribution. educational benefit - AS PERCEIVED USEFULNESS: what the surveys collect is how useful students and faculty judge the technology to be compared with other media, which is the quantity every result in this paper is about Quotation withheld because this record is not cleared for redistribution. adoption - DRIVEN BY HARDWARE COST AND AVAILABILITY, not by evidence of effect: the paper traces both the field's slow uptake and the shape of its literature to budget and equipment Quotation withheld because this record is not cleared for redistribution. resistance to a new teaching technology - AS A RECURRING PATTERN, not a fact about VR: the chalkboard after 1801 and the magic lantern in the nineteenth century met the same reaction Quotation withheld because this record is not cleared for redistribution. replicates → prior VR-in-education studies (Apostolellis & Bowman, 2014; Cheung et al. 2013; Huang, Rauch & Liaw, 2010; Rizzo et al. 2006; Hussein & Nätterdal, 2015) Quotation withheld because this record is not cleared for redistribution. perceived usefulness —operationalised-as→ Likert scale perceived usefulness Likert scale strength of the relation: 1 Quotation withheld because this record is not cleared for redistribution. Likert scale Likert scale Quotation withheld because this record is not cleared for redistribution. Roughly three quarters of the surveyed students said the VR assignment helped them learn, and only three of the twenty-three disagreed. Quotation withheld because this record is not cleared for redistribution. Three quarters of students judged the VR experience more useful for learning the assigned topic than reading about it. Quotation withheld because this record is not cleared for redistribution. Every faculty respondent rated classroom use of VR as moderately to extremely useful. Quotation withheld because this record is not cleared for redistribution. All faculty but one found locating applications relevant to their field neutral to extremely difficult. Quotation withheld because this record is not cleared for redistribution. Seven of the eight faculty respondents rated the Oculus Quest 2 headset extremely easy to use. Quotation withheld because this record is not cleared for redistribution. The preliminary survey showed students are aware of VR but inexperienced with it, already own the phones or tablets needed to run it, want it in their education for career reasons, yet will not spend their own money on a headset. Quotation withheld because this record is not cleared for redistribution. Student enthusiasm was bounded: despite reporting learning benefits, only half wanted VR experiences carried over into their other courses. Quotation withheld because this record is not cleared for redistribution. Getting started was not a barrier for students, with 83% rating launching the assigned application neutral or easy. Quotation withheld because this record is not cleared for redistribution. virtual reality virtual reality Quotation withheld because this record is not cleared for redistribution. digital immigrants digital immigrants Quotation withheld because this record is not cleared for redistribution. "buy rather than build" strategy "buy rather than build" strategy Quotation withheld because this record is not cleared for redistribution. assignments using VR assignments using VR Quotation withheld because this record is not cleared for redistribution. perception of usefulness perception of usefulness Quotation withheld because this record is not cleared for redistribution. likelihood to use this technology likelihood to use this technology Quotation withheld because this record is not cleared for redistribution. demographic data demographic data Quotation withheld because this record is not cleared for redistribution. 74% / 3 (12%) of 23 — share of students who felt VR assisted their learning versus the number who disagreed Quotation withheld because this record is not cleared for redistribution. 75% — share of students finding the VR experience more useful than reading about the topic Quotation withheld because this record is not cleared for redistribution. 65% — share of students who would recommend the VR activity to other students Quotation withheld because this record is not cleared for redistribution. 46 (35.9%) / 33 (24.7%) of 128 — preliminary-survey respondents who were moderately familiar with VR versus not familiar at all Quotation withheld because this record is not cleared for redistribution. 106 of 128 — students who owned no VR headset at all, against small counts owning Cardboard, Rift, PlayStation VR and Quest models Quotation withheld because this record is not cleared for redistribution. 23 (17 + 6) — students who answered the course survey, split into undergraduates and graduate students Quotation withheld because this record is not cleared for redistribution. 78% / 81% — share of the student course-survey sample identifying as female and as white Quotation withheld because this record is not cleared for redistribution. 12 — faculty representatives targeted for the faculty survey, two from each school across the university Quotation withheld because this record is not cleared for redistribution.

The full text of this article is not redistributable, so it is not included here. The evidence sentences are withheld with it; the tag layer and its grounding status remain. The article itself is at https://doi.org/10.33423/jhetp.v22i2.5036.