Holladay - Dissertation Reviews
Content
Tonya Holladay
EDET 780
May 25, 2016
DISSERTATION REVIEWS
Introduction
In recent months, virtual reality systems have become available to consumers, opening up new
experiences and virtual worlds for all types of people. The implementation of these VR
experiences in education will provide unique experiences that would not have been available in
the past. How the mind processes information gained in hypermedia environments is an
interesting and new topic that will allow the exploration of new capacities of the brain, and of the
learning process. The following dissertations were chosen based on my interest in virtual reality
environments in education.
Dissertation 1
An examination of the issues and challenges educators experience in a virtual
reality environment by Veronica Harts. URL:
http://search.proquest.com/pqdtglobal/docview/858611500/DF29B1C8918944F0PQ/1?
accountid=13965
Summary
The increasing pressure for educators to implement technology in their curriculums is not
limited only to hardware, but also software. Using the virtual reality application Second Life,
created in 2003, Harts (2009) wanted to determine what challenges the educators experienced
with the program. In response, Harts uses phenomenological approach by asking educators
interview questions after they experience Second Life as a potential learning tool. Harts found
three reoccurring challenges throughout the study: “comfort level, the design and use of the
avatar, and technology related issues” (p. 158).
Review
Second Life is still used today, and in 2013 it has over a million users. Despite the age of Harts
dissertation, I believe that the “comfort” in which educators feel implementing these virtual
environments is still relevant. Many educators continue to struggle with a cohesive way of
including technology in their curriculums effectively. Harts challenges were basic user
challenges, not educational ones, and these results show that educators with the proper
professional development can slowly integrate virtual environments and social environments.
Tonya Holladay
EDET 780
May 25, 2016
Dissertation 2
The impact of virtual reality programs in career and technical education by Anna
Catterson. URL:
http://search.proquest.com/pqdtglobal/docview/1315766280/DF29B1C8918944F0PQ/2?
accountid=13965
Summary
A challenge of many graduating students is that they acquire, through learning, the ability to
understand on a textbook level procedural and systematic systems. Unfortunately, many students
leave with only this knowledge and never experience hands on training. Catterson’s dissertation
focuses on the instruction design implementation of virtual reality environments, like Second
Life, effect on vocational and technical school learners. This will allow the students to receive
virtual hands on training and to determine if that training is found to improve satisfaction with
the course. The results suggest that learners responded with virtual reality with increased level
of engagement, improved motivation, and were overall more satisfied with their achievements
(p. 64).
Review
Encouraging instructors to design their curriculums to implement virtually based technical
simulations has been the basis of many lessons, especially in the military. Catterson does not
focus as much on “is the learning effective,” as “is it satisfactory for the learner?” Satisfaction
with virtual reality coursework should be a major factory in the success of the student. Learners
that are satisfied with their achievements are more likely to continue to improve academically
and engage often with their peers and instructor. If applicable, vocational schools that cannot
provide their learners with actual “hands on” experiences, should implement virtual reality
simulations to encourage learner growth. Overall, Catterson offers worthwhile material on the
effects of virtual hands on training on the learners overall satisfaction and thus improving
engagement and motivation.
Dissertation 3
To what extent does 3D immersive virtual reality engage students in learning and
academic achievement by Bob Gregory. URL:
http://search.proquest.com/pqdtglobal/docview/1747438329/DF29B1C8918944F0PQ/10?
accountid=13965
Summary
This dissertation examines the perception of students and faculty of the three-dimensional
immersive virtual reality (3D-IVR) in online classrooms. Gregory collected data through phone
interviews with previous researchers in 3D-IVR development and education use. Essential was
the extent of satisfaction experienced through the use of the system in the student’s online
Tonya Holladay
EDET 780
May 25, 2016
environment. The results of Gregory’s research supported that 3D-IVR was accepted and was
found to be satisfactory by “ambitious” educators. Many instructors were found to be tentative in
designing this into their curriculum, or felt they were not tech-savvy enough to find long term
uses. Gregory suggests that in many cases, simulation applications like Second Life would be
easier to implement in coursework and instructional design for those instructors who do not wish
to learn the newer technology.
Review
I thought this dissertation was most interesting as it not only studied the implementation of
newer technology in online courses, but the barriers and restrictions that would prevent that
progress. Gregory found that many instructors that were confident in their technology use would
jump to the chance to implement new technology if afforded to them. Whereas, those instructors
that were less confident would not want to take professional development classes to learn the
system. I think this is very fascinating and would definitely need to be taken into account in
designing instructional design modules with technology use as a factor. Overall, the dissertation
was organized well and revealed very eye opening insight into the implementation of newer
technologies.
EDET 780
May 25, 2016
DISSERTATION REVIEWS
Introduction
In recent months, virtual reality systems have become available to consumers, opening up new
experiences and virtual worlds for all types of people. The implementation of these VR
experiences in education will provide unique experiences that would not have been available in
the past. How the mind processes information gained in hypermedia environments is an
interesting and new topic that will allow the exploration of new capacities of the brain, and of the
learning process. The following dissertations were chosen based on my interest in virtual reality
environments in education.
Dissertation 1
An examination of the issues and challenges educators experience in a virtual
reality environment by Veronica Harts. URL:
http://search.proquest.com/pqdtglobal/docview/858611500/DF29B1C8918944F0PQ/1?
accountid=13965
Summary
The increasing pressure for educators to implement technology in their curriculums is not
limited only to hardware, but also software. Using the virtual reality application Second Life,
created in 2003, Harts (2009) wanted to determine what challenges the educators experienced
with the program. In response, Harts uses phenomenological approach by asking educators
interview questions after they experience Second Life as a potential learning tool. Harts found
three reoccurring challenges throughout the study: “comfort level, the design and use of the
avatar, and technology related issues” (p. 158).
Review
Second Life is still used today, and in 2013 it has over a million users. Despite the age of Harts
dissertation, I believe that the “comfort” in which educators feel implementing these virtual
environments is still relevant. Many educators continue to struggle with a cohesive way of
including technology in their curriculums effectively. Harts challenges were basic user
challenges, not educational ones, and these results show that educators with the proper
professional development can slowly integrate virtual environments and social environments.
Tonya Holladay
EDET 780
May 25, 2016
Dissertation 2
The impact of virtual reality programs in career and technical education by Anna
Catterson. URL:
http://search.proquest.com/pqdtglobal/docview/1315766280/DF29B1C8918944F0PQ/2?
accountid=13965
Summary
A challenge of many graduating students is that they acquire, through learning, the ability to
understand on a textbook level procedural and systematic systems. Unfortunately, many students
leave with only this knowledge and never experience hands on training. Catterson’s dissertation
focuses on the instruction design implementation of virtual reality environments, like Second
Life, effect on vocational and technical school learners. This will allow the students to receive
virtual hands on training and to determine if that training is found to improve satisfaction with
the course. The results suggest that learners responded with virtual reality with increased level
of engagement, improved motivation, and were overall more satisfied with their achievements
(p. 64).
Review
Encouraging instructors to design their curriculums to implement virtually based technical
simulations has been the basis of many lessons, especially in the military. Catterson does not
focus as much on “is the learning effective,” as “is it satisfactory for the learner?” Satisfaction
with virtual reality coursework should be a major factory in the success of the student. Learners
that are satisfied with their achievements are more likely to continue to improve academically
and engage often with their peers and instructor. If applicable, vocational schools that cannot
provide their learners with actual “hands on” experiences, should implement virtual reality
simulations to encourage learner growth. Overall, Catterson offers worthwhile material on the
effects of virtual hands on training on the learners overall satisfaction and thus improving
engagement and motivation.
Dissertation 3
To what extent does 3D immersive virtual reality engage students in learning and
academic achievement by Bob Gregory. URL:
http://search.proquest.com/pqdtglobal/docview/1747438329/DF29B1C8918944F0PQ/10?
accountid=13965
Summary
This dissertation examines the perception of students and faculty of the three-dimensional
immersive virtual reality (3D-IVR) in online classrooms. Gregory collected data through phone
interviews with previous researchers in 3D-IVR development and education use. Essential was
the extent of satisfaction experienced through the use of the system in the student’s online
Tonya Holladay
EDET 780
May 25, 2016
environment. The results of Gregory’s research supported that 3D-IVR was accepted and was
found to be satisfactory by “ambitious” educators. Many instructors were found to be tentative in
designing this into their curriculum, or felt they were not tech-savvy enough to find long term
uses. Gregory suggests that in many cases, simulation applications like Second Life would be
easier to implement in coursework and instructional design for those instructors who do not wish
to learn the newer technology.
Review
I thought this dissertation was most interesting as it not only studied the implementation of
newer technology in online courses, but the barriers and restrictions that would prevent that
progress. Gregory found that many instructors that were confident in their technology use would
jump to the chance to implement new technology if afforded to them. Whereas, those instructors
that were less confident would not want to take professional development classes to learn the
system. I think this is very fascinating and would definitely need to be taken into account in
designing instructional design modules with technology use as a factor. Overall, the dissertation
was organized well and revealed very eye opening insight into the implementation of newer
technologies.
