Chapter summary

This chapter begins with the definitions and an overview of virtual reality and continues with the issues related to spatial knowledge acquisition, design, development and evaluation of VR applications in the contexts of classroom learning and field trips.

2.4.1 Spatial knowledge acquisition

The use of maps as navigation aids has been studied in VEs of single-level buildings and multilevel buildings. However, little research has been conducted on using point-to-point maps as navigation aids in complex, multilevel VEs, particularly for large-scale VEs. Complex multilevel buildings refer to buildings with large equipment that does not fit within a single level and therefore stretch over multiple levels. The structure of these buildings and their equipment is common in manufacturing (e.g., automobile manufacturing companies and fertiliser factories). This study intends to add knowledge to the existing research related to using maps as navigation aids in complex, multilevel buildings.

2.4.2 VR applications as learning or teaching resources

This thesis focuses on using a VR application with panoramas as an alternative to exposing users to a physical environment (e.g., a field trip). Therefore, the literature review focuses on VR applications with the inclusion of panoramas or computer graphical representations of a physical environment. These VR applications have been widely used in education, however less is known about integrating different sources of information, where the information is interconnected.

Therefore, the proposal is to address this by using multiple panels to display simultaneously integrated and connected information. This is based on the research by Mayer and Moreno (2002) that demonstrates that users learn better when information is presented simultaneously, because they can relate all information at once without causing cognitive overload. This is also known as the contiguity principle (learners learn better when the text is placed near the corresponding pictures instead of far from each other). However, caution is needed to ensure that unnecessary presentations such as sounds or extra information are not included, in order to avoid cognitive overload in students (Mayer & Moreno, 2002).

The issues addressed in this thesis therefore are:

i. Studying point-to-point maps for spatial knowledge acquisition of complex, multilevel buildings, i.e., those with large equipment that does not fit within a single level.

ii. Studying a VR application featuring information integration, that is used for classroom learning and VFT.

For this, two VR applications of a milk powder processing plant were developed. The production plant is a five-level building with equipment that extends beyond a single level. In addition to this, the complexity of the milk powder processes resulted in the inclusion of various sources of information integrated with one another. These two conditions (layout of the plant and amount of information) provide a platform to address the issues raised. This approach is then evaluated as a classroom learning resource and as a medium for field trips.

General problem Approach Issues related to the approach Addressing the issues Research objectives

Figure 2-32 Summary of the research motivations and approaches.

The reason for developing two VR applications was due to the different focus of the studies. The first issue (i) was related to spatial knowledge acquisition which is concerned with the use of maps as an aid for navigation. Therefore it is suggested that unnecessary

 To provide valuable insights that are useful for the development of similar VR applications.

 To explore the students’ attitudes towards virtual field trips and to provide valuable insights that are useful for conducting the trips.

 To assess the learning impact of the VR

application compared with a

conventional learning resource (paper- based material).

 Exposure to the physical environment is important for learners to gain spatial knowledge and to relate materials learned in class to the physical environment.

 However, there may be limited exposure to the physical environment due to factors such as availability, safety concerns and time constraints.

A VR application that includes only maps and panoramas.

A VR application with integration of different types of information related to learning content.

Little research has been conducted on using point-to-point maps as navigation in complex multilevel buildings (i.e., buildings with large equipment that does not fit within a single level and therefore stretches over multiple levels).

VR applications, with the inclusion of panoramas would be able to provide learners with an interactive replication of the physical environment.

To investigate the differences in the

spatial knowledge

acquired by the users with different types of map.

Few VR applications in

education integrate different sources of information.

information should be avoided to avoid additional cognitive load for the users (Haik et al., 2002). Hence, the VR application developed to cater for this only contained the map and the panoramas. The second issue (ii) was related to an application that integrates different information as a medium for a virtual field trip and learning resource. Therefore, the VR application contains various formats of learning content. The first VR application was developed by the author and the second application was developed by CAPE and HIT Lab NZ as part of the “Immersive Learning through Virtual Reality” project. The issues, approaches and objectives are shown in Figure 2-32.