2024/11/29 by Tengteng Zhuang, Xiaoshu Xu, Yunfeng Zhang · 1 voice
Computer Science · Social Sciences · #Higher Education Practises and Engagement #Innovative Education and Learning Practices #Virtual Reality Applications and Impacts
paper · pdf · doi:10.1007/s10055-024-01075-z
openalex publication_date 2024/11/29 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
Against the backdrop of a worldwide decline in students’ mastery of theoretical knowledge in mathematics and other fundamental sciences, the present study explores how China has attempted to facilitate university students’ learning of theoretical knowledge by massively developing and using virtual reality (VR)-supported simulations. Through presenting three specific cases in the fields of telecommunications engineering, civil engineering, and chemical engineering in three Chinese universities, the study unravels how VR creates simulated physical and social settings, contextualizes and visualizes abstract theoretical knowledge points, and provides opportunities for students to set parameters and situated environment on their own to enhance the dynamic student-knowledge interaction and university students’ hands-on experiences of learning by doing at micro-level. The study discusses the processes of using VR from a situated learning perspective and provides implications for how universities and colleges can help students better master theoretical knowledge and avoid abstraction shock.