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Article

Design, Implementation, and Evaluation of an Immersive Virtual Reality-Based Educational Game for Learning Topology Relations at Schools: A Case Study

1
Geoinformation Technology Center of Excellence, Faculty of Geodesy & Geomatics Engineering, K.N. Toosi University of Technology, Tehran 19697, Iran
2
Department of Computer Science and Engineering and Convergence Engineering for Intelligent Drone, Sejong University, Seoul 143-747, Korea
*
Author to whom correspondence should be addressed.
These authors contributed equally to this work.
Academic Editors: Gwo-Jen Hwang, Haoran Xie and Xiao-Fan Lin
Sustainability 2021, 13(23), 13066; https://doi.org/10.3390/su132313066 (registering DOI)
Received: 12 October 2021 / Revised: 19 November 2021 / Accepted: 23 November 2021 / Published: 25 November 2021
(This article belongs to the Special Issue Augmented Reality and Virtual Reality-supported Sustainable Education)
Education has always been modified by employing different technologies to enhance the knowledge acquisition and performance of students. Virtual Reality (VR) along with the Game Industry is among those evolving technologies for educational applications. This study aimed to design, implement, and evaluate an immersive VR-based Educational Game (IVREG) for learning topology relations. Topology relations are one of the fundamental topics which exist in Geospatial Information Science (GIS); due to the great capabilities offered by GIS, learning these basic topis is of great importance. A total of thirty-seven male middle-school students participated in this study. A total of four questionnaires were designed to evaluate the suitability of the proposed learning environment and its components at schools, particularly for learning geospatial topics. In conclusion, students found the IVREG useful and effective in classrooms. Additionally, the results showed that the components, namely the integrated pedagogical approach, gamification, and VR technology, were all suitable for being used at schools. On a final note, however, the study indicated that the immersion aspect of such learning environments should be enhanced in future studies. View Full-Text
Keywords: virtual reality; educational game; learning environment; geospatial; teaching and learning virtual reality; educational game; learning environment; geospatial; teaching and learning
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MDPI and ACS Style

Safari Bazargani, J.; Sadeghi-Niaraki, A.; Choi, S.-M. Design, Implementation, and Evaluation of an Immersive Virtual Reality-Based Educational Game for Learning Topology Relations at Schools: A Case Study. Sustainability 2021, 13, 13066. https://doi.org/10.3390/su132313066

AMA Style

Safari Bazargani J, Sadeghi-Niaraki A, Choi S-M. Design, Implementation, and Evaluation of an Immersive Virtual Reality-Based Educational Game for Learning Topology Relations at Schools: A Case Study. Sustainability. 2021; 13(23):13066. https://doi.org/10.3390/su132313066

Chicago/Turabian Style

Safari Bazargani, Jalal, Abolghasem Sadeghi-Niaraki, and Soo-Mi Choi. 2021. "Design, Implementation, and Evaluation of an Immersive Virtual Reality-Based Educational Game for Learning Topology Relations at Schools: A Case Study" Sustainability 13, no. 23: 13066. https://doi.org/10.3390/su132313066

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