Effects of integrating immersive virtual reality and science-technology-society-environment (STSE) learning on occupational safety and health education

Occupational safety and health education is usually lecture-based, and students generally have limited retention. Immersive virtual reality (IVR) facilitates students to learn and explore more actively in safe environments. However, learning with the aid of IVR may not guarantee better learning achi...

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Bibliographic Details
Published in:Innovations in education and teaching international Vol. 62; no. 2; pp. 444 - 461
Main Author: Chen, Yu-Ching
Format: Journal Article
Language:English
Published: London Routledge 04.03.2025
Taylor & Francis Inc
Subjects:
attention
Direct Instruction
Education
Health Education
Immersive virtual reality
Influence of Technology
learning behavioural patterns
meditation
Occupational Safety and Health
occupational safety and health education
Psychological Patterns
Science and Society
STSE learning approach
ISSN:1470-3297, 1470-3300
Online Access:Get full text
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Summary:Occupational safety and health education is usually lecture-based, and students generally have limited retention. Immersive virtual reality (IVR) facilitates students to learn and explore more actively in safe environments. However, learning with the aid of IVR may not guarantee better learning achievement, practical skills, and positive attitudes. It may also distract students from their cognitive processing. Studies suggest that appropriate pedagogy should be supported. The science-technology-society-environment (STSE) learning approach was applied, which coincides with occupational safety and health education's focus and emphasises students' observation, exploration, experiment, and problem-solving in their lives. The study combined the STSE learning approach and IVR (STSE-IVR) to improve occupational safety and health education. The results showed that students using STSE-IVR had higher learning achievement, practical skills, competencies, attention, and meditation than those in the conventional-IVR group (providing direct instruction). The students' learning behavioural patterns were also compared and discussed.
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ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2024.2325650