Dissertation Prospectus
Gaming Technology Incorporated with Virtual Reality Immersion and Its Effective
Outcomes Learning
Submitted by
Randall Sisco
September 6, 2017
Chair: Dr. Watson
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Dissertation Prospectus
Introduction
Because “virtual reality” (VR) has become an important part of our daily lives, large
corporations such as Samsung, Facebook, and Sony have invested millions in the development of
technologies that are expected to create the virtual world around us (Murad, 2016). In this world,
people can communicate, learn, play and can be involved in plenty of other activities (Germano
and Lugosi, 2007). As VR becomes a part of real life, researchers in the field have different
views on the impact of VR on the human race. Some researchers believe that the influence of VR
on the modern world will be positive in enhancing education, art and entertainment, and will
simplify tasks and boost creativity of individuals, while others focus on the negative
consequences of VR, especially its impact on psychological state of the individuals and their
social interactions. Special attention is paid to the influence of VR on children who are expected
to spend most of their time in a virtual world, as virtual reality might negatively affect their
brains and creativity. At the same time, virtual reality might become a powerful tool for online
education. However, researchers have not clearly established the extent to which VR can be
applied in education, and its effectiveness (Bonk et al., 2007). Therefore, the aim of this research
work is to investigate the effect of a Virtual Reality Learning Environment on student
performance through its ability to motivate, improve decision making, and enhance retention of
information.
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Introduction
This section briefly overviews the research focus or problem, why this study is worth conducting, and
how this study will be completed.
The recommended length for this section is one paragraph.
1. Dissertation topic is introduced.
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2. Describes how the study extends prior research or
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fills a “need” or “defined gap” from current
literature.
NOTE: This Introduction section elaborates on Point #1(the Topic) from the 10 Strategic Points.
This Introduction section provides the foundation for the Introduction section in Chapter 1 of the
Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Background of the Problem
The most important and researched aspect of gaming technology is its ability to create a
learning and training environment through virtual reality. Virtual reality is especially useful
because it creates an environment that is diverse and flexible, enabling the brain to function in
dimensions that are not present in the classroom (Ke, 2013). Because of the knowledge that
gaming can be important not only for entertainment but also in other sectors, in the recent years,
many researchers and authors have focused on the issue and have published several articles on
the topic of gaming in education settings (Ke, 2013; Guillen-Nieto, & Alison Carbon ell, 2012).
The main aim of previous research works on the topic has been to identify whether games
improve the learning outcomes, and if so, whether this impact is influenced by other factors, in
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particular psychological ones. The results of the studies have mostly been positive concerning
the identification of the positive effects of the games on education. However, the significance of
these effects have been ambiguous because often, psychological factors seem to be a key
influence on the findings. This research work will also be aimed at evaluating the impact of
gaming technologies in education, and the significance that virtual reality has on learning
outcomes. The research is therefore expected to establish a positive and significant effect of
virtual reality gaming on students’ performance.
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Background of the Problem
The background section explains both the history of and the present state of the problem and research
focus.
The recommended length for this section is two-three paragraphs.
1. Identifies the “need,” or “defined gap” that will lead to
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the research problem statement in a following section.
Citations from the literature in the last 5 years describe
the problem as a current “need” or “gap” for further
research.
2. Discusses how the “need” or “defined gap” has
evolved historically into the current problem or
opportunity to be addressed by the proposed study.
3. ALIGNMENT: The problem statement for the
dissertation will be developed from and justified by the
“need” or “defined gap” that is described in this section
and supported by the Literature.
NOTE: This Background of the Problem section uses information from Point #2 (Literature Review)
in the 10 Strategic Points. This Background of the Problem section becomes the Background of
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the Study in Chapter 1 in the Proposal. It is then expanded to develop the comprehensive
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Background to the Problem section in Chapter 2 (Literature Review) in the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as, uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Theoretical Foundation
The theoretical foundation of the proposed research work is formed by psychological
theories which integrate the psychological aspects of learning with the emerging innovative
technologies introduced by gaming in education (Fudenberg and Levine, 1998). Behaviorism,
cognitivism, and constructivism are the common traditional learning theories especially in
creating an instructional environment. However, the theories were developed at a time when
technology had not been integrated in to every part of our daily lives including how we
communicate and learn (Roussou, 2000). The traditional setting for learning has been altered by
Connectivism, a theoretical approach which captures the new aspects of technological integration
into learning. Therefore, connectivism through non-human appliances is now commonly used in
the place of the three traditional theories.
Through connectivism, knowledge can be acquired from diverse opinions, and learning
resides in non-human appliances through establishing connections of various ideas and concepts
in shifting reality of constantly altered information which affects decision making. When there is
an interface in a particular game applied in education, it allows for the learner to focus on how
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other people are achieving and to focus on being able to surpass those around them. By naturally
putting the person in a position of competition, it means that the learner is in a situation where
Darwinian forces of competition will ensure that he or she will try as hard as possible to achieve
whatever goal is put in front of them and as a consequence, the learning outcome will improve as
well as psychological state of the individual. Hence, the introduction of the new technology in
learning can help students to have higher satisfaction from learning processes (Croswell, 2013).
Conceptual Framework
It may be hard to imagine how people can learn new skills and successfully implement
them without prior preparation and long-term practice. However, with the development of
computer and information technologies, such possibilities have emerged from the introduction of
gaming software and equipment for virtual reality operations. Virtual games possess a number of
features that substantially facilitate the process of learning and significantly contribute to
learning outcomes (Cheng, Lin, & She, 2015). However, most of the research has been focused
on the use of virtual gaming for cognitive enhancement, while functional enhancement has not
been well studied. In this view, the purpose of the current research proposal is to explore whether
virtual reality can be used as a part of the practical learning experiences.
Review of the Literature
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Computer gaming and virtual reality have changed the contemporary
opportunities for interaction with the virtual environment and have provided
valuable implications for learning. This idea is supported by Laffey, Schmidt, and
Galyen (2013) who indicate that computer-based mind tools are very powerful in
enhancing collection, processing, organizing, and representing acquired data in
problem-solving tasks. In addition, a great potential is seen in the involvement of
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three-dimensional (3D) virtual environments in the educational process or the
process of learning as a powerful, playful, and meaningful driver of practical
experience and conceptual change.
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The concept of observational learning is key in explaining learning through
observation and participation. This concept was introduced by Alfred Bandura at
the end of 1990's, in which he argues that individuals are apt to learn new
behavior by means of observation. Through various studies, this concept was
confirmed by the ability of individuals to learn new behavior and enhance
cognitive cognition through observation (Cheng, Lin, & She, 2015). The
important factor for this learning framework is the reward that may accompany
the demonstration of desired behavior or acquired skills (2013).
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Another study (Hart & Mas-Colell, 2006) indicates that the incorporation of
gaming in the learning process can substantially change the way learners perceive
the process and learn new ways of selecting options. The researchers have used
the concept of stochastic learning, which is related to the issue of machine
learning and the real-world settings for the elaboration of learning algorithms.
Their findings indicate that virtual reality can be successfully used in the learning
experience, which encourages students and workers to learn faster. This evidence
indicates that virtual reality gaming can be used in a variety of settings, including
educational institutions and work environments.
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Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(s) or model(s) that provide the foundation for the research. This
section should present the theory(s) or models(s) and explain how the problem under investigation
relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what
is being measured (variables) as well as how those variables are related (quantitative) or the
phenomena being investigated (qualitative).
Review of the Literature
This section provides a broad, balanced overview of the existing literature related to the proposed
research topic. It describes the literature in related topic areas and its relevance to the proposed research
topic findings, providing a short one-two sentence description of each theme/topic and identifies its
relevance to the research topic supporting it with at least one citation from the literature.
The recommended length for this section is two-three paragraphs
1. Theoretical Foundations section identifies the
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theory(s), model(s) relevant to the variables
(quantitative study) or phenomenon (qualitative study).
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This section should explain how the study topic or
problem coming out of the “need” or “defined gap” in
the Background to the Problem section relates to the
theory(s) or model(s). (One paragraph)
2. Review of the Literature Themes/Topics section: This
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section lists the major themes or topics related to the
research topic. It provides a short one-two sentence
description of each theme/topic and identifies its
relevance to the research topic supporting it with at least
one citation from the literature. (One or two sentences
per theme/topic).
3. ALIGNMENT: The Theoretical Foundations
models and theories need to be related to and support
the problem statement or study topic. The sections in
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the Review of the Literature are topical areas
needed to understand the various aspects of the
phenomenon (qualitative) or variables/groups
(quantitative) being studied; to select the design
needed to address the Problem Statement; to select
surveys or instruments to collect information on
variables/groups; to define the population and
sample for the study; to describe components or
factors that comprise the phenomenon; to describe
key topics related to the study topic, etc.
NOTE: The two parts of this section use information from Point #2 (Literature Review) from the 10
Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical
Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations section is also
used to help create the Advancing Scientific Knowledge section in Chapter 1. This Review of
Literature Themes/Topics section is expanded upon to provide the Review of the Literature section
in Chapter 2 (Literature Review). The Review of the Literature Themes/Topics section is also used
to provide the basis for the Significance of the Study section in Chapter 1.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure,
sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Problem Statement
It is not known if or to what extent how the virtual reality immersion experience
effects learning. However, the significance of the effect which virtual reality has on learning
has not been ascertained and most studies have provided ambiguous findings. Previous
research has proven that virtual reality environment can stimulate a person’s learning, by
providing them with a coupling of symbolic and experimental information. Student’s activities
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within virtual environments have been evaluated to establish how conceptual learning and virtual
environment are related. The research questions and hypotheses proposed for this study relate to
the researches carried out on the relationship between virtual reality, and education and learning
abilities. This study will determine the extent to which this relationship exists. Depending on the
extent of the relationship established, the findings can be used in educational systems and in
adopting a holistic academic approach (Roussou, 2000).
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Problem Statement
This section includes the problem statement, the population affected, and how the study will contribute
to solving the problem.
The recommended length for this section is one paragraph.
1. Presents a clear declarative statement that begins with either:
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“It is not known how or why…” (qualitative),
or
“It is not known if or to what degree/extent…” (quantitative).
2. Clearly describes the magnitude and importance of the
problem, supporting it with citations from the literature.
3. ALIGNMENT: The problem statement is developed from and
justified by the “need” or “defined gap” defined by the
Literature that is discussed in the Background to the Problem
section above.
NOTE: This section elaborates on Points #3 (Problem Statement) from the 10 Strategic Points. This
section becomes the foundation for the Problem Statement section in Chapter 1(and other Chapters
where appropriate) in the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format
Comments from Evaluator:
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Research Questions, Hypotheses, and Variables
Even though research has established the benefit of virtual reality in learning, a few
researchers have argued that VR is mostly a game which is addictive and young people should be
discouraged from being too involved (McMillan and Schumacher, 2014). Those in favor of
Virtual reality immersion argue that it is motivating because it is fun and therefore it is not just a
source of fun and engagement but can also make substantial differences in education and
learning. In addition, researchers argue that virtual learning inspires students and encourages
them to continue exploring the potential of their capabilities and explore more towards intellect
and not just for fun. Therefore, this research will answer the following questions:
R1: Is VR more than a game which only has a negative effect on an individual’s
psychological and social state?
H1: Virtual Reality is an unproductive destruction from reality, and only has
negative impact on an individual.
R2. Does VR have a significant and positive effect on an individual’s education
and learning outcome?
H2. Gaming Technology Incorporated with Virtual Reality Immersion has a
significant and positive effect on learning through improved motivation, decision making,
and information retention rate.
Variables in the research will be:
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Independent variable: Virtual Reality Immersion
Dependent Variable: Learning outcome; motivation, decision making and information
retention rate.
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Research Question(s) and/or Hypotheses
This section narrows the focus of the study and specifies the research questions to address the problem
statement. Based on the research questions, it describes the variables or groups and their hypothesized
relationship for a quantitative study or the phenomena under investigation for a qualitative study.
(2-3paragraphs)
•
The recommendation is a minimum of two research questions along with related
hypotheses and variables is required for a quantitative study.
•
Also recommended is a minimum of two research questions along with the
phenomenon description is required for a qualitative study.
•
Put the Research Questions in the appropriate Table in Appendix B based on
whether the study is qualitative or quantitative.
1. Qualitative Designs: States the research question(s) the study
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will answer, and describes the phenomenon to be studied.
or
2. Quantitative Designs: States the research question(s) the study
will answer, identifies the variables, and presents the
hypotheses.
3. ALIGNMENT: The research questions are based on both the
Problem Statement and Theoretical Foundation model(s) or
theory(s). There should be no research questions that are not
clearly aligned to the Problem Statement.
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NOTE: This section elaborates on Points #5 (Research Questions) & #6 Hypothesis/variables or
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Phenomena) from the 10 Strategic Points. This section becomes the foundation for the Research
Question(s) and/or Hypotheses section in Chapter 1 in the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Significance of the Study
According to previous studies, engaging learners in a virtually active environment
tends to improve their learning rate while improving their decisions making skills and gaining a
better retention rate. Therefore, this study will establish whether the use of virtual reality
immersions in learning has the previously proposed benefits and the significance of these
benefits. This information can be useful in the work place or in schools to ensure that workers
and employees are motivated and that they retain as much information as possible.
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Significance of the Study
This section identifies and describes the significance of the study and the implications of the potential
results based on the research questions and problem statement, hypotheses, or the investigated
phenomena. It describes how the research fits within and will contribute to the current literature or
body of research. It describes potential practical applications from the research.
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The recommended length for this section is one paragraph.
1. Describes how the proposed research will contribute to the
Literature, relating it specifically to other studies from the
Background to the Problem and Problem Statement above.
2. Describes how the proposed research will contribute to the
literature on the selected theory(s) or model(s) that comprise the
Theoretical Foundation for the study.
3. Describes how addressing the problem will have practical value
for the real world considering the population, community,
and/or society.
4. ALIGNMENT:
Part 1 is based on specific studies from the Background to the
Problem and Problem Statements sections above and
identifies how this research will contribute to that Literature.
Part 2 is based on specific model(s), theory(s) or variables from
the Theoretical Foundations section above and identifies how
this research will contribute to the knowledge on those
model(s) or theory(s). Part 3 reflects on potential practical
applications of the potential research findings based on
Literature in the field of practice.
NOTE: This section does not directly come from any section of the 10 Strategic Points. However it
does build on the Background to the Problem, Problem Statement and Theoretical Foundations
sections that are developed from the 10 Strategic Points. This section becomes the Significance of the
Study section in Chapter 1 in the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
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Rationale for Methodology
The study will be quantitative and will be based on grading participants’ answers to
questions on the ease of decision making and their ability to retain information through visual
reality learning. In this study, students will construct a functional form of vehicle with lowvoltage electric elements. Before the beginning of the study, participants will be offered a
questionnaire where they will state their previous experience in building and designing. This will
ensure that only students without prior knowledge participate in the activity. The hypothesis will
be tested through an evaluation of student’s performance on the activity during the tests. These
tests will be quantitative and the relationship between variables will be analyzed to establish the
extent to which virtual reality positively influences educational and learning outcomes.
Criteria (Required Components): score 0-3
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Rationale for Methodology
This section clearly justifies the methodology the researcher plans to use for conducting the study. It
argues how the methodological framework is the best approach to answer the research questions and
address the problem statement. It uses citations from textbooks and articles on research methodology
and/or articles on related studies.
The recommend length for this section is one paragraph and completion of Table 1
(quantitative) and/or Table 2 (qualitative) in Appendix B.
1. Identifies the specific research methodology for the study
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(quantitative, qualitative, or mixed).
2. Justifies the research methodology to be used for the study by
discussing why it is the best approach for answering the
research question and addressing the problem statement. Uses
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citations from original sources in the literature on the specific
research methodology to support the arguments. (NOTE:
Books such as those by Creswell, which are secondary sources
summarizing others approaches to research, may not be used
as sources in this section).
3. ALIGNMENT: The selected methodology should be justified
based on the Problem Statement and Research Questions.
NOTE: This section elaborates on the methodology part of Point #7(Methodology and Design) in the
10 Strategic Points.
This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and
the basis for developing Chapter 3, Research Methodology.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format
Comments from the Evaluator:
Nature of the Research Design for the Study
The quantitative tests will be used in establishing the relationship between variables. A
relationship will be established on whether the motivation, decision making capabilities, and
retention rate acquired from virtual reality based learning has a positive impact on the outcome.
These quantitative factors will be the basis of result evaluation.
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Criteria (Required Components): score 0-3
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Nature of the Research Design for the Study
This section describes the specific research design to answer the research questions and why this
approach was selected. It describes the research sample being studied as well as the process that will be
used to collect the data on the sample.
The recommend length for this section is one paragraph and completion of Table 1
(quantitative) and/or Table 2 (qualitative) in Appendix B.
1. Identifies the specific type of research design chosen for the
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study as well as a sample appropriate for the design. (e.g.,
Quantitative designs include descriptive/survey, correlational,
causal-comparative, quasi-experimental, and experimental.
Qualitative designs include case study, narrative, grounded
theory, historical, and phenomenological.) Although other
designs are possible, these are the designs GCU recommends
doctoral learners use to help ensure a doable study.
2. Discusses why the selected design is the best design to address
the research questions as compared to other designs.
3. ALIGNMENT: The selected Research Design should be
justified based on the research questions as well as the
hypotheses/variables (quantitative) or phenomenon
(qualitative). It should also be aligned with the selected
Research Methodology.
NOTE: This section also elaborates on the Design part of Point #7 (Methodology and Design) in the
10 Strategic Points. This section provides the foundation for Nature of the Research Design for the
Study in Chapter 1.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from Evaluator:
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Purpose of the Study
The purpose of the study will be to establish whether virtual reality immersion has a
positive effect on education and learning outcome, and the significance of the effect on
learning outcome. A relationship between virtual reality immersions, student motivation,
improved decision making and retention of information will be analyzed. The research will
involve 30 individuals of either gender within the age of 16-21 years. The participants will be
divided into two groups without any particular criteria, and one of the groups will undergo face
to face real world training while the other group will undergo virtual reality training. The scores
of the two groups will be analyzed to establish the significance of the effect which virtual reality
has on learning.
Criteria (Required Components): score 0-3
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Purpose of the Study
The purpose statement section provides a reflection of the problem statement and identifies how the
study will be accomplished. It explains how the proposed study will contribute to the field.
The recommend length for this section is one paragraph.
1. Presents a declarative statement: “The purpose of this
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_______study is….” that identifies the research methodology,
research design, target population, variables/groups
(quantitative), or phenomena (qualitative) to be studied, and
geographic location. It often includes a version of the Problem
Statement as a way to define the phenomenon or
variables/hypotheses.
2. ALIGNMENT: The Purpose Statement includes: Research
Methodology, Research Design, and Problem Statement
from the previous sections. It also includes the target
population, which should be of sufficient size to provide a large
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enough sample to complete the study and provide significant
(quantitative) or meaningful (qualitative) results.
NOTE: This section elaborates on Points #8 (Purpose Statement) in the 10 Strategic Points. This
section becomes the foundation for the Purpose of the Study in Chapter 1 of the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Instrumentation or Sources of Data
The study will be carried out through conducting various tests on participants. The tests
will be graded depending on participants’ ease of performing the task before, after real world
learning, and after the virtual reality immersion. Through the tests, dependent variables such as
participants’ performance, motivation, decision making and level of information retention will be
documented. The independent variable in this case will be the uniqueness of the various learning
approaches or lack of it, which will impact performance.
Criteria (Required Components): score 0-3
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Instrumentation or Sources of Data
Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews,
data bases, media, etc.). Discusses the specific instrument or source to collect data for each variable
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or group (quantitative study). Discusses specific instrument or source to collect information to
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describe the phenomena being studied (qualitative study).
The recommend length for this section is one paragraph AND completion of Table 1
(quantitative) and/or Table 2 (qualitative) in Appendix B.
1. Identifies and describes the types of data that will be collected
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to answer each Research Question for a qualitative study.
Identifies the data that will be collected for each
Variable/Group in a quantitative study.
2. Identifies tools, instruments, or databases to be used to collect
the data (e.g., observations, interviews, questionnaires,
documents, media (qualitative), standardized tests, surveys, and
databases (quantitative)). For a qualitative study, identify the
specific tools, instruments, or databases for each research
question in a qualitative study. For a quantitative study, identify
the name of the specific “validated” and “previously used in
quantitative research” survey or data source to be used to
collect data for each variable, providing a citation for the
instrument or data source.
3. ALIGNMENT: Aligns with the Research Questions
(qualitative) or Variables (quantitative) previously described in
the Research Question(s) and Phenomena or Research
Questions, Hypotheses, and Variables section above.
Identifies and describes the data and data source that will be
used to answer each Research Question for a qualitative study.
Identifies, describes, and names the type of numerical data and
specific data collection instrument or source that will be used
for each variable and group in a quantitative study.
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NOTE: This section elaborates on Point #9 (Data Collection) from the 10 Strategic Points.
Criteria (Required Components): score 0-3
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This information is summarized high level in Chapter 1 in the Proposal in the Nature of the
Research Design for the Study section. This section provides the foundation for Instrumentation
(quantitative) or Sources of Data (qualitative) section in Chapter 3.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Data Collection Procedures
Because the research topic is in relation to learning, the study will be carried out on
young participants who have no prior experience in virtual reality gaming, and have no training
or skill in building or construction. The task will be a test of constructing a set of functioning
vehicle with low voltage elements. The first step of data collection will be construction of the
vehicles without any form of training. After the first rating, participants will be divided into two
groups. One of the groups will be taught how to construct the vehicle using real world face to
face instructive lesson, while the second group of participants will observe the process of
constructing the previously constructed video, and they will do so wearing virtual reality glasses.
Afterwards, the two groups will reconstruct the vehicle as learned during the instructions and
their construction will be evaluated as per design and functionality. After two months, the two
groups will carry out the same activity but without any preparation, observation, or training on
how to construct, and their retention rate will be analyzed. The first, second, and third activity
will each be carried out within a time frame of 35 minutes.
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Data will be collected from the 30 selected 16-21 years old participants, and the
relationship between the variables will be established using outcome of tests administered to the
participants. Data collection will be aimed at establishing the significance of the impact which
virtual learning has on educational outcomes through improved motivation, decision making, and
retention levels of students. The tests will have a cover letter explaining the motive of the study,
and will assure participants that any data provided will be confidential. Participants will be
volunteers from various learning institutions, and a training forum will be held to inform them on
the motivation behind the study, in order to ensure that their responses are as honest as possible.
Criteria (Required Components): score 0-3
Learner SelfEvaluation
Score
(0-3)
Chair or
Reviewer
Evaluation
Score
(0-3)
Data Collection Procedures
This section details the entirety of the process used to collect the data. It describes each step of the
data collection process in a way that another researcher could replicate the study.
NOTE: It is recommended that the researcher get written approval (or at the very least unofficial
approval) to conduct their research study in their selected organization. Ensure the person (who is
usually a school superintendent, school boards, or corporate officer) providing approval is
authorized by the organization to grant approval for research. Do not assume your organization will
allow you to collect data since many organization do not allow research to be completed within the
organization.
The recommended length for this section is two paragraphs.
1. Defines the target population and the expected sample size,
which comprises the people or organizations being studied,
as defined in the problem statement. For quantitative studies, it
justifies why the target population and expected sample size
(final number of people or organizations being studied for
which data will be collected) is large enough to produce
Prospectus Template v6.2.14.14
3
1
23
Criteria (Required Components): score 0-3
Learner SelfEvaluation
Score
(0-3)
Chair or
Reviewer
Evaluation
Score
(0-3)
3
2
2
1
statistically significant results (quantitative) or meaningful
results (qualitative).
2. Provides an overview the proposed step-by-step procedure to
collect data using the tools, instruments, or databases from the
section above. Includes the steps (e.g., obtaining initial
informed consent from participating organization; IRB review;
sample selection; groupings; protecting rights/well-being;
maintaining data security; sample recruitment; data collection
instruments and approaches; field testing instruments; notifying
participants; collecting the data, etc.) in a way another
researcher can replicate the study. Steps may be provided in a
list format.
3. ALIGNMENT: Shows the steps and approach to collect data
for each and every data source identified in the Instrumentation
or Sources of Data section. Defines the sample as the set of
people or organizations being studied for which data will be
collected. The sample size must be correct for the type of
design selected to get statistically significant (quantitative) or
meaningful (qualitative) results.
NOTE: This section elaborates on Points #4 (Sample and Location) and #9 (Data Collection) in the 10
Strategic Points.
This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the
Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the
Study in the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Prospectus Template v6.2.14.14
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Data Analysis Procedures
The tests will be graded depending on accuracy, functionality of the vehicle, and ability
to use the limited time. In order to analyze the correlation between the variables, Pearson
Correlation Test will be used in the data analysis. Also, the received data will be represented in
the form of a diagram in order to demonstrate progress interrelations between the variables in
both groups.
Criteria (Required Components): score 0-3
Learner SelfEvaluation
Score
(0-3)
Chair or
Reviewer
Evaluation
Score
(0-3)
Data Analysis Procedures
This section describes how the data were collected for each variable or group (quantitative study) or for
each research question (qualitative study). It describes the type of data to be analyzed, identifying the
descriptive, inferential, and/or non-statistical analyses. Demonstrates that the research analysis is
aligned to the specific research design.
The recommend length for this section is one paragraph AND completion of Table 1
(quantitative) and/or Table 2 (qualitative) in Appendix B.
1. Describes the analysis to examine each stated research
3
1
3
1
question and/or hypothesis. For quantitative studies,
describes the analyses including the inferential and/or
descriptive statistics to be completed. For qualitative
studies, describes the specific analytic approach appropriate
for the Research Design and each research question to be
completed. In qualitative research the different research
questions may require different approaches to doing
qualitative data analysis, as well as descriptive statistics.
2. ALIGNMENT: For qualitative studies, there is a clear and
obvious alignment between each research question, data to
be collected, tool or data source, as well as data analysis to
Prospectus Template v6.2.14.14
25
Criteria (Required Components): score 0-3
Learner SelfEvaluation
Score
(0-3)
Chair or
Reviewer
Evaluation
Score
(0-3)
understand/explain the phenomenon. For quantitative
studies, there is a clear and obvious alignment between each
variable, data to be collected, instrument or data source, as
well as data analysis for each hypothesis.
NOTE: This section elaborates on Point #10 (Data Analysis) from the 10 Strategic Points. This section
provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Ethical Considerations
Given the participants’ age, their consent to participate in the study will be an important
ethical issue. IRB’s considerations on participant’s ability to understand the concept being
studied will be key. Therefore, each participant will be required to give a documented approval
that they understand what the study entails, and where possible, their parents will be engaged to
also give their consent. The tests will be administered with sensitivity to avoid undue stress on
interviewees. The interviewees will also be allowed to withdraw from the research if they wish
to, and data will be analyzed objectively to avoid biasness.
Criteria (Required Components): score 0-3
Ethical Considerations
Prospectus Template v6.2.14.14
Learner SelfEvaluation
Score
(0-3)
Chair or
Reviewer
Evaluation
Score
(0-3)
26
Chair or
Reviewer
Evaluation
Score
(0-3)
This section discusses the potential ethical issues surrounding the research, as well as how human
Criteria (Required Components): score 0-3
Learner SelfEvaluation
Score
(0-3)
subjects and data will be protected. It identifies how any potential ethical issues will be addressed.
The recommended length for this section is one paragraph.
1. Discusses potential ethical concerns that might occur during the
3
1
3
1
1
1
2
1
data collection process.
2. Describes how the identities of the participants in the study and
data will be protected.
3. Describes subject recruiting, informed consent and site
authorization processes.
4. ALIGNMENT: Ethical considerations are clearly aligned with,
and relate directly to the specific Data Collection Procedures.
This section also identifies ethical considerations related to the
target population being researched and organization or location
as described in the Purpose Statement section.
NOTE: This section does use information from any of the 10 Strategic Points.
This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal.
NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph
structure, sentence structure, tense, punctuation, and APA format.
Comments from the Evaluator:
Prospectus Template v6.2.14.14
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References
Cheng, M. T., Lin, Y. W., & She, H. C. (2015). Learning through playing Virtual Age: Exploring
the interactions among student concept learning, gaming performance, in-game
behaviors, and the use of in-game characters. Computers & Education, 86, 18-29.
http://dx.doi.org/10.1016/j.compedu.2015.03.007.
Ciccarelli, S. K., & White, J. N. (2015). Psychology (4-th ed.). London: Pearson.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods
approaches. Sage publications.
Eichenbaum, A. E., Bavelier, D., & Green, C. S. (2014). Video games: Play that can do serious
good. American Journal of Play, 7, 50-72.
Ferguson, C. J. (2007). The good, the bad and the ugly: A meta-analytic review of positive and
negative effects of violent video games. Psychiatric Quarterly, 78(4), 309-316.
Fudenberg, D. and D. Levine (1998). The theory of learning in games, MIT Press.
Feldman, R. S. (2011). Understanding Psychology. Boston : McGraw-Hill.
Foster, D. and H.P. Young (2006). Regret testing: learning to play Nash equilibrium without
knowing you have an opponent, Theoretical Economics, 1, 341-367.
Francis, L. J., Robbins, M., & Astley, J. (2009). Empirical theology in texts and tables:
Qualitative, quantitative and comparative perspectives. Leiden: Brill.
Germano, F. and G. Lugosi (2007). Global Nash convergence of Foster and Young's regret
testing, Games and Economic Behavior 60, 135-154.
Guillén-Nieto, V., &Aleson-Carbonell, M. (2012). Serious games and learning effectiveness:
The case of It’s a Deal! Computers & Education, 58(1), 435-448.
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Guyne, R. H. (2016, October 21). The educational benefits of video games. Retrieved September
30, 2016, from http://www.techlearning.com/news/0002/the-educational-benefits-ofvideo-games/64111
Hart, S., & Mas-Colell, A. (2006). Stochastic uncoupled dynamics and Nash equilibrium. In
Proceedings of the 10th conference on Theoretical aspects of rationality and knowledge.
Games and Economic Behavior, 57, 286-303.
Ke, F. (2013). Computer-game-based tutoring of mathematics. Computers & Education, 60(1),
448-457.
Laffey, J., Schmidt, M., & Galyen, K. (2013). Virtual gaming and learning environments as
experience-tools for learning through problem solving. . Learning, Problem Solving, and
Mindtools: Essays in Honor of David H. Jonassen, 105-125.
Los Angeles: SAGE. Creswell, J. W. (2008). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Upper Saddle River, N.J: Pearson/Merrill
Prentice Hall.
Murad, Ahmed. January, 5, 2016. World Economic Forum. What’s the future of virtual reality?
Teddlie, C., &Tashakkori, A. (2009). Foundations of mixed methods research: Integrating
quantitative and qualitative approaches in the social and behavioral sciences.
Vogt, W. P. (2010). Data collection. Los Angeles: SAGE.
Retrieved from: https://www.weforum.org/agenda/2016/01/whats-the-future-ofvirtual-reality/
Prospectus Template v6.2.14.14
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Appendix A
Ten Key Strategic Points for a Quantitative Correlational Study:
1. Topic – Gaming Technology Incorporated with Virtual Reality Immersion and Its
Effective Outcomes on Education and Learning
2. Literature Review
a. Background of the problem/gap;
i.
Augmented reality applications have a potential to support medical specialists
training but existing literature lack evidence to support such claims (Barsom,
Graafland, & Schijven, 2016).
ii.
There is a lack of hard evidence to confirm that virtual reality stimulates
engagement, motivation, and learning in students (Kim, 2016).
b. Theoretical foundations (models and theories to be foundation for study);
i.
Behaviorism, Cognitivism, Constructivism
c. Review of literature topics with key theme for each one
i.
Virtual Environments – The use of virtual reality learning environments can
stimulate transfer of knowledge and increase motivation, engagement, and critical
thinking among students (Curcio, Dipace, & Norlund, 2017).
ii.
Observational Learning - Learning through observation which inherently
provides advanced information on the quality of skill being studied aided learning
more (Andrieux & Proteau, 2016).
iii.
Incorporation of Gaming in the Learning Process – Game-based learning has
been seen to improve cognitive learning outcomes in adults and can be as
Prospectus Template v6.2.14.14
30
effective as textbook aided learning when measured directly after the learning
process (Wardaszko & Podgorski, 2017).
d. Summary
i.
Gap/problem: There is insufficient evidence to support the claim that virtual
reality immersions can improve education and learning.
ii.
Prior studies: Prior studies show that virtual reality can aid in learning.
iii.
Quantitative studies: Instruments to collect data on the variables of interest exists.
iv.
Significance: Study will confirm the effect and significance of the previously
proposed benefits of learning through virtual reality immersions.
3. Problem Statement – While it has been established that a relationship exists between
virtual reality technologies in education and learning, the significance of the effect which
virtual reality has on learning has not been ascertained, and most studies have provided
ambiguous results.
4. Sample and Location
a. The sample will consist of 30 volunteers from different learning institutions
between the ages of 21 years old and 30 years old.
5. Research Questions
R1: Is VR more than a game which only has a negative effect on an individual’s
psychological and social state? R2: Does VR have a significant and positive effect on an
individual’s education and learning outcome?
6. Hypothesis/variables or Phenomena
H1A: Virtual Reality is an unproductive destruction from reality, and only has
negative impact on an individual.
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H10: Virtual reality has a positive or no impact in an individual’s psychological
and social state.
H2A: Gaming Technology incorporated with Virtual Reality Immersion has a
significant and positive effect on learning through improved motivation, decision making,
and information retention rate.
H20: Gaming Technology incorporate with Virtual Reality Immersion has no
significant effect on learning through improved motivation, decision making, and
information retention rate.
7. Methodology and Design: The study will make use of a quantitative methodology with a
correlational research design.
8. Purpose Statement: The study will establish whether virtual reality immersion has a
positive effect on education and learning outcome, and the significance of the effect on
learning outcome
9. Data Collection
a. Independent Variable: Virtual Reality Immersion: Participants will be divided
into two groups and will be taught to construct a vehicle using two learning styles
– a face-to-face instructive lesson and a virtual reality immersion.
b. Dependent Variable: Motivation, Decision Making, and Information Retention
Rate: Data will be collected by carrying out various tests on the participants.
10. Data Analysis
a. Relationships between variables shall be determined by implementing a Pearson
Correlation Test.
Prospectus Template v6.2.14.14
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b. A diagram shall be created to visualize interrelations between the variables in
both groups.
Prospectus Template v6.2.14.14
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References
Andrieux, M., & Proteau, L. (2016). Observational Learning: Tell Beginners What They Are about
to
Watch
and
They
Will
Learn
Better.
Frontiers
in
Psychology,
7.
doi:10.3389/fpsyg.2016.00051
Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness
of augmented reality applications in medical training. Surgical Endoscopy, 30(10), 41744183. doi:10.1007/s00464-016-4800-6
Curcio, I. D., Dipace, A., & Norlund, A. (2016). Virtual realities and education. Research on
Education and Media, 8(2). doi:10.1515/rem-2016-0019
Wardaszko, M., & Podgórski, B. (2017). Mobile Learning Game Effectiveness in Cognitive
Learning by Adults: A Comparative Study. Simulation & Gaming, 48(4), 435-454.
doi:10.1177/1046878117704350
Kim, M. (2016). Virtual reality enters the classroom. Retrieved September 4, 2017, from
http://bold.expert/virtual-reality-enters-the-classroom/
Prospectus Template v6.2.14.14
Dissertation Prospectus
Gaming Technology Incorporated with Virtual Reality Immersion and Its Effective Outcomes
on Education and Learning
Submitted by NAME
DATE
Introduction
Some researchers believe that the influence of VR on the modern world will be
positive in enhancing education, art and entertainment, and will simplify tasks and boost
creativity of individuals, while others focus on the negative consequences of VR especially
its impact on psychological state of the individuals and their social interactions. Special
attention is paid to the influence of VR on college students who are expected to spend most
of their time in a virtual world, as the virtual reality might negatively affect their brains and
creativity. Such concerns are the result of not taking into account the fact that the risks of
addictive gaming come from entertainment, and not educational products. There are no many
of such products, and their further development needs careful measures and comparisons with
the existing learning technologies, to prove their benefits and eliminate the risks. This
research is focused on the comparison between the outcomes of the traditional learning and
learning through Gaming Technology Incorporated with Virtual Reality Immersion. It will be
completed by comparing the effects on attention, learning motivation and information
retention rate before and after two educational activities.
Background of the Problem
Most of the existing technologies of games and virtual reality immersion are designed
for entertainment purposes. Therefore, most of the research on the effects of computer games
and virtual reality interfaces are based on the study of commercial entertainment products
that often have negative psychological impact, especially in the cases of excessive and
addictive gaming (Nuyens et al., 2017). But augmented reality applications have strong
educational potential, as shows he smaller, but significant portion of literature. Their ability
to create an environment that is diverse and flexible, enabling the brain to function in
dimensions that are not present in the classroom (Ke, 2013) makes them quite effective in
such areas as medical specialists training (Barson et al., 2016). However, today we still do
not have many carefully designed educational activities with the use of recent technology to
train not only cognitive and practical skills. Therefore, the development, testing and
comparison of such programs with other educational activities is needed.
Theoretical Foundations and Review of the Literature
Theoretical bases of the research are taken from theories of behaviorism, cognitivism,
and constructivism. Although these are very different theories, their models often intersect,
especially in the area of learning theories. The cognitive theory of multimedia learning
suggests that there are two channels processing the information, and these are audial and
visual channels. Therefore, learning is a process of managing of perceived information. Both
channels may become overloaded or underloaded, which leads to changes in attention span.
(Mayer, 2002). Attention is an important valuable often taken into account in videogames and
VRI studies, because most of them suggest that these activities exhaust the neurological
system and lead to general decrease attention. Social learning theory by A. Bandura is the
model of learning through observation and imitation of authority figure’s behavior. The key
elements of this model are attention, retention, reproduction of observed behavior, and
motivation. This model is based on the theoretical developments of behaviorism and
cognitivism (Bandura, 1977). It often intersects with the situated learning theory, which
suggests that learning may even occur unintentionally if the studied skill is placed into
relevant social and practical context (Brown et al., 1989). These models of learning suggest
that learning through Gaming and VRI programs may even be more beneficial than
traditional ways of learning.
Review of the Literature Themes:
• Virtual Environments – The use of virtual reality learning environments can
stimulate transfer of knowledge and increase motivation, attention, and the information
retention rate among students (Curcio, Dipace, & Norlund, 2017).
• Observational Learning - Learning through observation and participation
enhances the relative timing of acquiring motor skills (Andrieux & Proteau, 2016).
Through various studies, this concept was confirmed by the ability of individuals to learn
new behaviour and enhance cognitive cognition through observation (Cheng, Lin, & She,
2015).
• Incorporation of Gaming in the Learning Process – Game-based learning has
been seen to improve cognitive learning outcomes in adults and can be as effective as
textbook textbook-aided learning when measured directly after the learning process
(Wardaszko & Podgorski, 2017).
Problem Statement – Although the impact of the virtual reality simulators and
gaming interfaces on the learning process is obvious, further comparison of the effectiveness
of traditional and VRI learning by the information retention rate, the impact on attention and
motivation to learn is needed.
Research questions:
R1: Is VRI more effective as an educational program for learning construction skills
than traditional learning?
R2: Does VRI have a significant positive effect on an individual’s education and
learning outcome (presuming the development of motivation for further learning)?
Hypotheses:
H1A: Gaming Technology incorporated with Virtual Reality Immersion has a
negative impact on the quality of learning (motivation, attention, retention rate) compared to
traditional learning methods.
H1B: Gaming Technology incorporated with Virtual Reality Immersion has a positive
impact on the quality of learning (motivation, attention, retention rate) compared to
traditional learning methods.
H10: Gaming Technology incorporated with Virtual Reality Immersion has positive
or negative impact on the quality of learning (motivation, attention, retention rate) compared
to traditional learning methods.
H2A: Gaming Technology incorporated with Virtual Reality Immersion increases
students’ learning motivation.
H2B: Gaming Technology incorporated with Virtual Reality Immersion does not
increase students’ learning motivation.
Significance if the Study
The significance of the study is that its results can be used to develop relevant training
programs using the technology of virtual reality. The comparison to the traditional learning
methods will confirm or disprove the adequacy of development of such technologies or will
aid to change the designs to the more sufficient.
Rationale for methodology
The quantitative tests will be used in establishing the relationship between variables.
A relationship will be established on whether the motivation, attention capabilities, and
information retention rate acquired from virtual reality based learning has a positive impact
on the outcome. These quantitative factors will be the basis of result evaluation.
Research Design
The study will make use of a quantitative methodology with a correlational research
design.
Purpose of the Study
The study will establish whether virtual reality immersion has statistically significant
positive effect on learning outcome compared to traditional learning methods.
Sources of Data
The sample will consist of 30 volunteers from different learning institutions of the
East Coast Region. The participants will be between the ages of 21 and 30 years old
(cognitively mature age), and must have no previous experience with VRI learning. The
Instruments will be the test of acquired skill, the Münsterberg test and the questionnaire to
measure learning motivation.
Data collection procedures
The study will be carried out on young participants who have no prior experience in
virtual reality gaming, and have no training or skill in building or construction. The task will
be a test of constructing a set of functioning vehicle with low voltage elements. The first step
of data collection will be construction of the vehicles without any form of training. After the
first rating, participants will be divided into two groups. One of the groups will be taught how
to construct the vehicle using real world face to face instructive lesson, while the second
group of participants will observe the process of constructing the previously constructed
video, and they will do so wearing virtual reality glasses. Afterwards, the two groups will
reconstruct the vehicle as learned during the instructions and their construction will be
evaluated as per design and functionality. After two months, the two groups will carry out the
same activity but without any preparation, observation, or training on how to construct, and
their retention rate will be analyzed. The first, second, and third activity will each be carried
out within a period of 35 minutes. To measure Attention, the participants will take the
Münsterberg test before and after the lesson; to test their Motivation to learn more they will
answer the questions about it after the lesson, and four months after — if they took some
steps to learn more about the subject during that period.
Data analysis procedures
a. Relationships between variables shall be determined by implementing a Pearson
Correlation Test.
b. A diagram shall be created to visualize interrelations between the variables in both
groups.
Ethical considerations
Given the participants’ age, their consent to participate in the study will be an
important ethical issue. IRB’s considerations on participant’s ability to understand the
concept being studied will be key. Therefore, each participant will be required to give a
documented approval that they understand what the study entails, and where possible, they
will be engaged to give their consent. The tests will be administered with sensitivity to avoid
undue stress on interviewees. The interviewees will also be allowed to withdraw from the
research if they wish to, and data will be analyzed objectively to avoid biasness.
References
Nuyens, F., Kuss, D.J., Lopez-Fernandez, O., Griffiths, M.D. (2017). The experimental
analysis of problematic video gaming and cognitive skills: A systematic review.
Journal de Therapie Comportementale et Cognitive, 27(3), 110-117.
Ke, F. (2013). Computer-game-based tutoring of mathematics. Computers & Education,
60(1), 448-457.
Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness
of augmented reality applications in medical training. Surgical Endoscopy, 30(10),
4174-4183. doi:10.1007/s00464-016-4800-6.
Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
Mayer, R.E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.
Brown, J.S., Collins, A., Duguid, S. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), 32-42.
Curcio, I. D., Dipace, A., & Norlund, A. (2016). Virtual realities and education. Research on
Education and Media, 8(2). doi:10.1515/rem-2016-0019
Andrieux, M., Proteau, L. (2016). Observational Learning: Tell Beginners What They Are
about to Watch and They Will Learn Better. Frontiers in Psychology, 7.
doi:10.3389/fpsyg.2016.00051
Cheng, M. T., Lin, Y. W., & She, H. C. (2015). Learning through playing Virtual Age:
Exploring the interactions among student concept learning, gaming performance, ingame behaviors, and the use of in-game characters. Computers & Education, 86, 1829. http://dx.doi.org/10.1016/j.compedu.2015.03.007.
Wardaszko, M., & Podgórski, B. (2017). Mobile Learning Game Effectiveness in Cognitive
Learning by Adults: A Comparative Study. Simulation & Gaming, 48(4), 435-454.
doi:10.1177/1046878117704350.
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