Research
2025
Abstract
This paper presents an investigation into the integration of virtual reality (VR) tours in online English lessons tailored for adult learners. The study utilised a design-based research approach to evaluate the effectiveness of VR tours in this context. It specifically examined the responses of adult learners to this instructional strategy by collecting data through surveys, observation notes and interviews with four learners in Japan and five learners in France, most of whom completed 10 lessons over 4 months. The research findings highlight the effectiveness of VR tours in enhancing learner motivation. Additionally, they demonstrate that perceived learning outcomes are influenced not only by the immersive experience of spatial presence but also by the novelty of technological and scenery-related aspects within the VR environment, as well as factors related to lesson design and individual learner characteristics.
2024
Abstract
Restrictions brought about by the pandemic have compelled numerous institutions to hold the usual face-to-face conferences online. Such is the case with the biennial National Conference for Open and Distance eLearning (NCODeL) of the University of the Philippines Open University (UPOU), held last November 23-25, 2022. The university developed its user portal and utilized Zoom as the video conferencing software. Similar to any form of interaction, online conferences have their own set of advantages and drawbacks. One notable advantage is the potential for utilizing virtual environments, in our case, using FrameVR as the metaverse exhibit platform. This web-based immersive collaborative space greatly contributed to the virtual experience of participants. However, it is important to note a major drawback, which is the non-provision of in-person interactions. This paper delves into its design and the evaluation of the experiences of exhibit visitors. Factors such as participant enjoyment, interest, ease of use, and sense of presence were collected through a comprehensive online survey and analyzed using Pearson’s Correlation Test and reflexive thematic analysis. Findings indicate a positive correlation between situational interest and sense of presence in virtual exhibits, suggesting that enhancing immersive qualities and interactive elements of such exhibits can improve user engagement.
Abstract
The metaverse is a digitally created virtual world that can be explored through extended reality, allowing individuals to engage with one another using avatars. As the metaverse becomes more widely used, it is becoming increasingly important to comprehend its impact on individuals and society. This paper presents a case where the metaverse was used to evaluate collaborative online international learning (COIL) activities while empowering participants by showcasing their creativity as contributors to the open educational resources collective through virtual exhibits. The exhibitors were participants in a COIL initiative involving online activities that aimed to facilitate cross-cultural exchanges and global learning among universities in three countries: the USA, Japan, and the Philippines. Data collected from 82 virtual exhibits in the metaverse were analyzed using reflexive thematic analysis, revealing benefits related to cultural exchange, personal growth, and positive learning experiences. Furthermore, reflections collected from the virtual exhibits were more profound and expressive than text-based platforms, suggesting that creative processes in visually stimulating environments like the metaverse could promote critical and out-of-the-box thinking among individuals.
Abstract
This chapter presents an autoethnographic analysis of our insights as higher education practitioners in an open and distance e-learning (ODeL) university. Our conversations revolved around how we view the Metaverse as a learning space that might afford the most significant competencies in our fields and how we envision the future of education in view of this. We recognize that we are “at the edge” or at the beginning of an era, and the spaces of learning themselves are still in their nascent stages. In spite of this, we acknowledge that many practitioners are also new to the Metaverse, and that it is part of our duty as educators to put forward our views on its use. We put forward our visions on discipline-specific uses of the Metaverse as a learning space. We found an important tension between the possibilities and difficulties in using it and other related technologies in the Philippines and other developing countries. Although our iterative analysis suggests that the Metaverse as a learning platform is a promising space, we also foresee issues relevant to equitable access to quality education. We hope this chapter initiates dialogues on how the adoption of the Metaverse as a learning technology might help narrow increasingly widening digital divides.
Abstract
This study explores the relationship between situational interest and spatial presence, as well as the hardware or viewing platform used in observing a virtual art exhibit in the Metaverse. It employed a mixed-methods approach, utilizing correlation analysis and qualitative thematic analysis to understand participant experiences. The study found a positive correlation between situational interest and spatial presence among participants in the virtual space. However, the viewing platform used did not significantly impact spatial presence or situational interest. External environmental factors and limited usage of certain viewing platforms may have influenced the findings. Further research is recommended to comprehensively understand the nuanced effects of viewing platforms on spatial presence. The results of this study encourage designers to focus on creating immersive and realistic virtual exhibits in the Metaverse to motivate students through their heightened situational interest and presence. Insights from this study can guide the development of future virtual exhibits. The study shows how understanding virtual spaces like the Metaverse can shape art experiences. It highlights the potential of Metaverse-based exhibits in providing accessible and immersive cultural engagement, transcending physical limitations. It adds to the evolving knowledge of Metaverse applications, specifically in art displays. It introduces insights into the relationships between situational interest, spatial presence, and viewing platforms, and challenges existing assumptions that can pave the way for further exploration.
Abstract
Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution’s unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.
2023
Abstract
Purpose
The purpose of this study is to describe an educational virtual reality (VR) photo-based tour used in an online course and investigate the influence of immersive capability on the dimensions of spatial presence and their relationship with learning-related variables.
Design/methodology/approach
The study employs a descriptive and an experimental methodological approach. The research objectives were achieved using a two-group (n1 = 29 and n2 = 30) experiment, employing descriptive statistics, t-test and correlation analysis.
Findings
The t-test revealed that the immersive capability had a significant effect on the sense of physical space (SP) , Engagement (EN) and negative effects (NE) dimensions. Correlations between the dimensions of spatial presence were found to confirm reports from the literature. Furthermore, some of the dimensions were found to be correlated with motivational and learning variables.
Research limitations/implications
The study reported the results of a one-off experiment among 59 participants. While the results were promising, a longitudinal qualitative study could confirm the results in an actual distance learning context.
Practical implications
The study confirmed that adding VR photo-based tours as learning activities may enhance the learning experience of distance learners.
Social implications
The study shared a case of a learning activity that can be employed for flexible education. Virtual tours can support the need for context-based learning that the geographical or political constraints may limit.
Originality/value
While the paper confirms previous reports on the benefits of using VR photo-based tours as learning activities, this paper has empirically shown the relationship between the dimensions of spatial presence and immersive capability in this specialized context.
2022
Abstract
When educational institutions worldwide scrambled for ways to continue their classes during lockdowns caused by the COVID-19 pandemic, the use of information and communication technology (ICT) for remote teaching has become widely considered to be a potential solution. As universities raced to implement emergency remote teaching (ERT) strategies in Japan, some have explored innovative interventions other than webinar platforms and learning management systems to bridge the gap caused by restricted mobility among teachers and learners. One such innovation is virtual reality (VR). VR has been changing the landscape of higher education because of its ability to “teleport” learners to various places by simulating real-world environments in the virtual world. Some teachers, including the authors of this paper, explored integrating VR into their activities to address issues caused by geographical limitations brought about by the heightened restrictions in 2020. Results were largely encouraging. However, rules started relaxing in the succeeding years as more people got vaccinated. Thus, some fully online classes in Japan shifted to blended learning as they moved toward fully returning to in-person classes prompting educators to modify how they implemented their VR-based interventions. This paper describes how a class of university students in Japan who were taking a Filipino language course experienced a VR-based intervention in blended mode, which was originally prototyped during the peak of the ERT era. Moreover, adjustments and comparisons regarding methodological idiosyncrasies and findings between the fully online iteration and the recently implemented blended one are reported in detail.
Abstract
The State of Emergency declaration in Japan due to the COVID-19 pandemic affected many aspects of society in the country, much like the rest of the world. One sector that felt its disruptive impact was education. As educational institutions raced to implement emergency remote teaching (ERT) to continue providing the learning needs of students, some have opened to innovative interventions. This paper describes a case of ERT where Filipino vocabulary was taught to a class of Japanese students taking Philippine Studies in a Japanese university using a cognitive innovation based on virtual reality, an immersive technology often researched for immersion and presence. Students were divided into three groups to experience six lessons designed around virtual reality photo-based tours at different immersion levels. While the effect of immersion on satisfaction was not found to be statistically significant, presence and satisfaction were found to be correlated. Despite challenges that were encountered, benefits like enjoyment, increased engagement, and perceived learning were reported by the students. Our findings exemplify how emerging multisensory technologies can be used to enhance affective and cognitive dimensions of human experience while responding to gaps created by the spatial limitations of remote learning.
