A Systematic Literature Review on Design Features of Scenario-Based Learning in Virtual Reality (Poster 32)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Design and Technology SIG Poster Session

Abstract

This study systematically reviewed the design features of effective virtual reality (VR)-supported scenario-based learning (SBL) in formal education. Using Schank's goal-based scenario (GBS) framework, 30 peer-reviewed journal articles were analyzed. The findings confirm that VR-SBL primarily occurred in higher education settings to develop either cognitive and psychomotor skills. Also, the results show the prevalence of single-role scenarios, goodwill quests, guided operations, and verification feedback in VR-SBL. These insights suggest the need for future research to focus on expanding VR-SBL into K-12 education, purposeful design for affective learning, providing detailed scenario designs, and investigating effective VR instructional strategies.

Authors

• Chaeyeon Kim, University of Wisconsin - Madison

• Jieun Lim, Daegu National University of Education

• Minji Kang, Daegu National University of Education

• Jewoong Moon, University of Alabama