3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

Martin Krajčovič, Gabriela Gabajová, Marián Matys, Patrik Grznár, Ľuboslav Dulina and Róbert Kohár
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Martin Krajčovič: Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina, Univerzitná 8215/1, 01026 Žilina, Slovakia
Gabriela Gabajová: Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina, Univerzitná 8215/1, 01026 Žilina, Slovakia
Marián Matys: Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina, Univerzitná 8215/1, 01026 Žilina, Slovakia
Patrik Grznár: Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina, Univerzitná 8215/1, 01026 Žilina, Slovakia
Ľuboslav Dulina: Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina, Univerzitná 8215/1, 01026 Žilina, Slovakia
Róbert Kohár: Department of Design and Mechanical Elements, Faculty of Mechanical Engineering, University of Žilina, Univerzitná 8215/1, 01026 Žilina, Slovakia

Sustainability, 2021, vol. 13, issue 14, 1-22

Abstract: The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

Keywords: 3D learning environment; virtual reality; 360° video; interactive training (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:14:p:7916-:d:594871

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