About this Research Topic
In recent years, the popularization of virtual reality (VR) technology has made VR progressively appear in various teaching and research settings. On the one hand, through the visual and auditory effects provided by VR, constructing an immersive and imaginative learning experience can attract the learner's attention and strengthen their feelings to enhance affective and cognitive learning. On the other hand, tactile simulation in VR and perceptual feedback systems enable users to interact with virtual objects and promote active participation. Simulating a dangerous or urgent skill training process that is difficult to practice in the real world, provides effective skill learning that traditional teaching cannot achieve. In repeated simulation exercises, students can experience and interact with the learning content safely.
At the end of 2019, COVID-19 spread around the world. Distance teaching became the only choice to continue teaching and learning globally. However, in many fields, practical and skill practice is necessary. When there is no epidemic, students can learn skills by observing operations and practicing. The safe operation of equipment has always been an important consideration, even before the COVID-19 pandemic. Group learning and equipment sharing is not appropriate and dangerous. In this way, greatly limited opportunities for technical practice may result in students being unable to conduct technical learning effectively. Virtual reality can be a solution to all of these challenges, both in routine teaching and learning, and during times of pandemic.
Under the trend of increasing popularity of virtual reality, the construction of technology learning environments through virtual reality can, first, decentralize learning during times of epidemics; second, provide effective learning; third, virtual simulation has a high degree of security compared to the operation of equipment often required for practical training, and; finally, virtual reality allows learners to
continue to perform training cycles repeatedly until they achieve proficiency.
Accordingly, the application of virtual reality in education is indeed a good solution for technical curriculum design. This special issue welcomes teaching researchers in various fields to share research results such as virtual reality technology education model, virtual reality technology textbook construction, and the effects and outcomes of virtual reality technology education.
We therefore welcome submissions of Original Research, Perspective and Reviews on the following topics:
- Application of VR/AR/MR for skill education
- Design and evaluation of VR/AR/MR vocational and skill training
- VR/AR/MR-based instruction or learning model for skill education
- Theoretical perspective of understanding VR/AR/MR for skill education
- Integration of multimedia and VR/AR/MR for skill learning
- Motivation, cognition, affection, behavior and achievement in VR/AR/MR-based skill learning
- Virtual environment for contagious disease prevention training in school or various industries settings
- The future concept of VR/AR/MR for skill education
- Challenges in applying VR/AR/MR for skill education
At the end of 2019, COVID-19 spread around the world. Distance teaching became the only choice to continue teaching and learning globally. However, in many fields, practical and skill practice is necessary. When there is no epidemic, students can learn skills by observing operations and practicing. The safe operation of equipment has always been an important consideration, even before the COVID-19 pandemic. Group learning and equipment sharing is not appropriate and dangerous. In this way, greatly limited opportunities for technical practice may result in students being unable to conduct technical learning effectively. Virtual reality can be a solution to all of these challenges, both in routine teaching and learning, and during times of pandemic.
Under the trend of increasing popularity of virtual reality, the construction of technology learning environments through virtual reality can, first, decentralize learning during times of epidemics; second, provide effective learning; third, virtual simulation has a high degree of security compared to the operation of equipment often required for practical training, and; finally, virtual reality allows learners to
continue to perform training cycles repeatedly until they achieve proficiency.
Accordingly, the application of virtual reality in education is indeed a good solution for technical curriculum design. This special issue welcomes teaching researchers in various fields to share research results such as virtual reality technology education model, virtual reality technology textbook construction, and the effects and outcomes of virtual reality technology education.
We therefore welcome submissions of Original Research, Perspective and Reviews on the following topics:
- Application of VR/AR/MR for skill education
- Design and evaluation of VR/AR/MR vocational and skill training
- VR/AR/MR-based instruction or learning model for skill education
- Theoretical perspective of understanding VR/AR/MR for skill education
- Integration of multimedia and VR/AR/MR for skill learning
- Motivation, cognition, affection, behavior and achievement in VR/AR/MR-based skill learning
- Virtual environment for contagious disease prevention training in school or various industries settings
- The future concept of VR/AR/MR for skill education
- Challenges in applying VR/AR/MR for skill education
Keywords: Virtual Reality, Augmented Reality, Student Learning, Education, Instruction
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
