Investigating the role of Emotions on the learning effectiveness in VR enabled teaching interventions in school

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Dr. Sourbhi Chaturvedi, Ms. Nirali Shekhawat

Abstract

Technology advancements are known to frequently have direct and significant effects on the educational sector. There is an increasing trend in the academic use of Virtual Reality to demonstrates usability, utility, and amusement of the learner. The use of technological tools like virtual reality (VR) helps people develop the digital-age literacy, creative thinking, communication, teamwork, and problem-solving abilities that are required to transform information rather than merely consume it. VR improves standard courses to accommodate students' various learning demands. Applications for skill mastery and training are now possible because to recent advancements in digital reality generation. The learning is made more enjoyable and productive for the user by using real like photos, videos, animations etc., which provide augmented knowledge about the surroundings. Learners commitment is a significant predictor of attainment, retention and diligence for enhanced learning. The research papers findings reported that the VR environment increases the learning outcomes and offer many benefits for devoting time and money to them in higher and tertiary educational settings. For current research 347 students had been assigned to VR technology for learning. The outcome of this research supports the objective that the emotions affect learning using the VR technologies. The results revealed that the positive emotions affect the Ergonomic, Learning, Hedonic and overall learning. Emotions influence students' desire to study, based on their eagerness, inquisitiveness and willingness to accomplishing their goals of positive outcomes. Emotions make the implementation of learning approaches easier. Additionally, emotions can influence self-control techniques.


 

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How to Cite
Ms. Nirali Shekhawat, D. S. C. (2024). Investigating the role of Emotions on the learning effectiveness in VR enabled teaching interventions in school. European Economic Letters (EEL), 14(1), 315–325. https://doi.org/10.52783/eel.v14i1.1028
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