Immersive Virtual Learning Experiences of Senior Secondary School Students from India and Russia: A Mixed Method Study
immersive learning; Metaverse; mixed reality; virtual learning; virtual reality
Virtual Reality (VR) provides an immersive learning (IL) experience by simulating real-world scenarios that bridge the gap between theory and application. VR simulations are interactive and enhance student engagement across a range of concepts, from simple to complex. India and Russia share similar cultural and historical backgrounds, and both are committed to creating a multipolar world. Both are large developing countries with several strategic partnerships and international cooperation. Hence, this study aims to capture the learning experiences of internationally paired students in an IL environment and their attitudes towards IL environments, to mutually contribute to teaching and learn in these countries. Students experienced immersive learning through stand-alone head-mounted virtual reality cameras with a controller. The study employed a mixed-methods research design involving a quantitative and qualitative explanatory approach. Researchers paired 100 senior secondary school students from Russia (n = 50) and India (n = 50) and exposed them to virtual IL experiences. Researchers used the user-experience IL environment scale, the VR-IL environment attitude scale, and an interview guide to collect the data of the study. Quantitative data were analyzed using descriptive statistics, a correlation test, and regression. Qualitative data were analyzed through narrative thematic analysis. Researchers triangulated the IL experiences measured through quantitative and qualitative methods. The study found a positive correlation between IL experiences and attitude towards the IL environment. Further, IL experiences accounted for 43.5% of positive attitudes towards the IL environment. The qualitative analysis revealed both positive and negative aspects of VR-IL environment experiences. The study's findings add value to the cognitive-affective theory of learning with media, as it includes knowledge construction, emotional connection, and motivation for learning. Future studies may explore the benefits of the IL environment with artificial intelligence (AI) and generative AI towards teaching and learning. (2024), (California State University). All Rights Reserved.
Prakasha, G.S.; Lapina, Maria; Roseline, F.G.; Yogesh, L.; Thirumalesha, S.
Journal of School Administration Research and Development;Volume;10;Issue;2;pp.75-90
https://doi.org/10.32674/e7vq5509 https://www.scopus.com/pages/publications/105026258900?origin=resultslist
Prakasha G.S., Christ University, India; Lapina M., North Caucasus Federal University, Stavropol, Russian Federation; Roseline F.G., Jyoti Nivas College, Bangalore, India; Yogesh L., Christ University, India; Thirumalesha S., Mount Carmel College, Bangalore, India