Abstract—In human anatomy courses, computing, networking and virtual reality technologies provide useful tools to help overcome the limitations of two-dimensional course materials. For situated learning, knowledge resides in the learning environment. Learners construct knowledge or acquire skills through participating in activities as well as through actively interacting with and exploring objects and phenomena inside the learning environment. In this study, a Virtual Hospital Situated Learning System (VHSLS) uses virtual reality to develop a virtual learning environment focused on human organ anatomy. The results explained that VR features and perceived usefulness variables were predictors for situated learning. Moreover, the results are found to be statistically significant and indicate that situated learning helps to improve the motivation to learn.
Index Terms—Virtual Reality (VR), situated learning, learning motivation, body organs
Huang Hsiu Mei is with the Department of Information Management, National Taichung Institute of Technology, Taiwan (e-mail: hmhuang@ntit.edu.tw).
Liaw Shu Sheng is with the Department of General Education, China Medical University, Taiwan (e-mail:ssliaw@mail.cmu.edu.tw).
Cite: Huang Hsiu Mei and Liaw Shu Sheng, "Applying Situated Learning in a Virtual Reality System to Enhance Learning Motivation," International Journal of Information and Education Technology vol. 1, no. 4, pp. 298-302, 2011.