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These are the notes given to me by Chair. I need you to take what you've completed in chapter 1 and transfer it into this prospectus template I provided. please let me know that you are clear on this.

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Dissertation Prospectus Gaming Technology Incorporated with Virtual Reality Immersion and Its Effective Outcomes Learning Submitted by Randall Sisco September 6, 2017 Chair: Dr. Watson 2 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. Prospectus Template v6.2.14.14 3 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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. 3 2 2. Describes how the study extends prior research or 2 2 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 Prospectus Template v6.2.14.14 4 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. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 1.5 1 1.5 1 2 1 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 Prospectus Template v6.2.14.14 5 Chair or Reviewer Evaluation Score (0-3) the Study in Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) 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 Prospectus Template v6.2.14.14 6 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 • 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 Prospectus Template v6.2.14.14 7 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. • 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). • 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. Prospectus Template v6.2.14.14 8 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 1 theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). 1.5 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 1.5 1 2 1 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 Prospectus Template v6.2.14.14 9 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 Prospectus Template v6.2.14.14 10 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). Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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: 1.5 1 2 1 2 1 “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: Prospectus Template v6.2.14.14 11 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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: Prospectus Template v6.2.14.14 12 Independent variable: Virtual Reality Immersion Dependent Variable: Learning outcome; motivation, decision making and information retention rate. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 2 2 2 2 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. Prospectus Template v6.2.14.14 13 Chair or Reviewer Evaluation Score (0-3) NOTE: This section elaborates on Points #5 (Research Questions) & #6 Hypothesis/variables or Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) 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. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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. Prospectus Template v6.2.14.14 14 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 1.5 1 1.5 1 1.5 1 1.5 1 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: Prospectus Template v6.2.14.14 15 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 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 2 2 2 1 (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 Prospectus Template v6.2.14.14 16 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 1.5 1 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. Prospectus Template v6.2.14.14 17 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 2 1 1 1 2 1 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: Prospectus Template v6.2.14.14 18 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 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 2 1 2 1 _______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 Prospectus Template v6.2.14.14 19 Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 Learner SelfEvaluation Score (0-3) Chair or Reviewer Evaluation Score (0-3) 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 Prospectus Template v6.2.14.14 20 Chair or Reviewer Evaluation Score (0-3) or group (quantitative study). Discusses specific instrument or source to collect information to Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) 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 2 1 2 1 2 1 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. Prospectus Template v6.2.14.14 21 Chair or Reviewer Evaluation Score (0-3) NOTE: This section elaborates on Point #9 (Data Collection) from the 10 Strategic Points. Criteria (Required Components): score 0-3 Learner SelfEvaluation Score (0-3) 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. Prospectus Template v6.2.14.14 22 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 24 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 27 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. Prospectus Template v6.2.14.14 28 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 29 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. Prospectus Template v6.2.14.14 31 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 32 b. A diagram shall be created to visualize interrelations between the variables in both groups. Prospectus Template v6.2.14.14 33 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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Dissertation Prospectus
Gaming Technology Incorporated with Virtual Reality Immersion and Its Effective
Outcomes Learning
Submitted by
Randall Sisco
September 6, 2017
Chair: Dr. Watson

2
Dissertation Prospectus
Introduction
“Virtual reality” (VR) has become an important part of our daily lives As VR becomes a
part of society, 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. Current researchers are paying
special attention 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 as a learning tool (Bonk et al., 2007). 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.

Prospectus Template v6.2.14.14

3
Criteria (Required Components): score 0-3

Learner SelfEvaluation Score
(0-3)

Chair or Reviewer
Evaluation Score
(0-3)

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.

3

2

2. Describes how the study extends prior research or

2

2

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
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. 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). There has been previous knowledge
to come to light from recent researchers that highlights the importance of entertainment in a
virtual world but that students in the primary education setting is able to grasp newer foundations

Prospectus Template v6.2.14.14

4
of learning abilities. Many researchers have focused on such correlations and issues revolving
around published articles concerning topics of gaming in the educational industry (Ke, 2013;
Guillen-Nieto, & Alison Carbon ell, 2012). The history involving an educational learning setting
through a virtual world lacks the concepts of identifying the cognitive abilities and enhanced
brain transformations from previous learnings to current learnings of primary educated students.
The main aim of previous studies on the VR has been to identify whether games improve
the decision-making retention of information and motivation during learning, and if so, whether
this impact is influenced by other factors, in particular psychological ones. The results of the
studies have presented positive concepts concerning the identification of the effects of the games
on education. However, the significance of these effects has been ambiguous because often,
psychological factors are 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 on decision-making
retention of information and motivation during learning.
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

Prospectus Template v6.2.14.14

5
(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.
Criteria (Required Components): score 0-3

Learner SelfEvaluation Score
(0-3)

Chair or
Reviewer
Evaluation
Score
(0-3)

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

1.5

1

1.5

1

2

1

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
the Study in Chapter 1 in the Proposal. It is then expanded to develop the comprehensive
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.

Prospectus Template v6.2.14.14

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Criteria (Required Components): score 0-3

Learner SelfEvaluation Score
(0-3)

Chair or
Reviewer
Evaluation
Score
(0-3)

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). Common
traditional learning theories especially in creating an educational environment include
behaviorism, cognitivism, and constructivism. However, these 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 gradually
and progressively improved into 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.
Connectivism holds that knowledge can be acquired from diverse sources, and learning
exist in in non-human appliances by establishing connections of various ideas and concepts in
shifting reality of continuously improving information, which affects decision-making. When
there is an interface in a particular game applied in education setting among primary students, the
interface allows the learner to focus on how 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

Prospectus Template v6.2.14.14

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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 (Sims et al, 2006).
Review of the Literature
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 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.
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).

Prospectus Template v6.2.14.14

8
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 textbookaided learning when measured directly after the learning process
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).
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.
Theoretical Framework
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

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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.
Criteria (Required Components): score 0-3

Learner SelfEvaluation
Score
(0-3)

Chair or
Reviewer
Evaluation Score
(0-3)

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

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Learner SelfChair or
Evaluation
Reviewer
Score
Evaluation Score
(0-3)
(0-3)
topic findings, providing a short one-two sentence description of each theme/topic and identifies its

Criteria (Required Components): score 0-3

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

1

theory(s), model(s) relevant to the variables
(quantitative study) or phenomenon (qualitative study).

1.5

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

1.5

1

2

1

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
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

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Criteria (Required Components): score 0-3

Learner SelfEvaluation
Score
(0-3)

Chair or
Reviewer
Evaluation Score
(0-3)

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 to what extent the virtual reality involvement 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. It is important that primary students gain the most knowledge
through their educational experiences as child, this is when children retain the most knowledge
and concepts from the educational materials and programs provided to them. Therefore, it is
becoming imperative for researchers to identify other means outside of the traditional class
setting to enhance students on the primary educational level of learning, to retain the most
educated knowledge possible (Roussou, 2000). Student’s activities within virtual environments

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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).
Criteria (Required Components): score 0-3

Learner SelfEvaluation
Score
(0-3)

Chair or
Reviewer
Evaluation
Score
(0-3)

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:

1.5

1

2

1

2

1

“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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13
Criteria (Required Components): score 0-3

Learner SelfEvaluation
Score
(0-3)

Chair or
Reviewer
Evaluation
Score
(0-3)

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 programs 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:
Q1: Is VR more than just a game that can provide a direct correlation of
knowledge and cognitive enhancement through learning abilities among primary
educated students?
H1: Does VR have a negative impact on a child’s learning and cognitive abilities?
R2. Does VR have a 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.
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Q3: Is VRI more effective as an educational program for learning construction
skills than traditional learning?
H3: Gaming Technology incorporated with Virtual Reality Immersion increases
students’ learning motivation.
Variables in the research will be:
Independent variable: Virtual Reality Immersion
Dependent Variable: Learning outcome; motivation, decision making and information
retention rate.

Criteria (Required Components): score 0-3

Learner SelfEvaluation
Score
(0-3)

Chair or
Reviewer
Evaluation
Score
(0-3)

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
will answer, and describes the phenomenon to be studied.
or

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2

2

15
Criteria (Required Components): score 0-3

Learner SelfEvaluation
Score
(0-3)

Chair or
Reviewer
Evaluation
Score
(0-3)

2

2

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.
NOTE: This section elaborates on Points #5 (Research Questions) & #6 Hypothesis/variables or
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 paragr...


Anonymous
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