Skip to main content
SpringerLink
Log in

Feedback and Open Learner Models in Popular Commercial VR Games: A Systematic Review

  • Conference paper
  • First Online:
Artificial Intelligence in Education (AIED 2023)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 13916))

Included in the following conference series:

  • 3009 Accesses

Abstract

Virtual reality (VR) educational games are engaging as VR can enable high levels of immersion and presence. However, for effective learning, educational literature highlights the benefits if such games have effective feedback. We aimed to understand the nature of feedback provided in popular commercial VR educational games. To discover this, we systematically reviewed 260 commercially available educational games from VIVEPORT, Oculus and Steam, the key platforms for VR games. We assessed if they offered key forms of feedback we identified from the literature, score, levels, competition, self, self-comparison, till correct, accuracy, process, and Open Learner Models (OLMs). We found that just 67 games (26%) had any of these forms of feedback and just four had OLMs. Our key contributions are: (1) the first systematic review of feedback in commercial VR games; (2) literature-informed definition of key forms of feedback for VR games; (3) understanding about OLMs in commercial VR games.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    https://www.khanacademy.org/khan-labs.

  2. 2.

    https://blog.duolingo.com/duolingo-max/.

  3. 3.

    https://www.viveport.com/game.html.

  4. 4.

    https://www.oculus.com/experiences/quest/.

  5. 5.

    https://store.steampowered.com/.

  6. 6.

    Futuclass: https://bit.ly/423odJD.

  7. 7.

    https://bit.ly/44zs2bd.

  8. 8.

    https://www.oculus.com/experiences/quest/3973230756042512/.

  9. 9.

    https://www.oculus.com/experiences/quest/3696764747036091/.

  10. 10.

    https://www.viveport.com/8cd8d9f0-fe9c-4d9f-9c20-82c553e5658f.

  11. 11.

    https://www.viveport.com/6076d21f-c4e4-4bc5-ac1c-79d7e4128bd1.

References

  1. Bull, S.: There are open learner models about! IEEE Trans. Learn. Technol. 13(2), 425–448 (2020)

    Article  Google Scholar 

  2. Bull, S., Kay, J.: Student models that invite the learner in: the SMILI:() open learner modelling framework. Int. J. Artif. Intell. Educ. 17(2), 89–120 (2007)

    Google Scholar 

  3. Checa, D., Bustillo, A.: A review of immersive virtual reality serious games to enhance learning and training. Multimed. Tools Appl. 79(9), 5501–5527 (2020)

    Article  Google Scholar 

  4. Christopoulos, A., Pellas, N., Laakso, M.J.: A learning analytics theoretical framework for stem education virtual reality applications. Educ. Sci. 10(11), 317 (2020)

    Article  Google Scholar 

  5. Coban, M., Bolat, Y.I., Goksu, I.: The potential of immersive virtual reality to enhance learning: a meta-analysis. Educ. Res. Rev., 100452 (2022)

    Google Scholar 

  6. Di Natale, A.F., Repetto, C., Riva, G., Villani, D.: Immersive virtual reality in k-12 and higher education: a 10-year systematic review of empirical research. Br. J. Educ. Technol. 51(6), 2006–2033 (2020)

    Article  Google Scholar 

  7. Elmqaddem, N.: Augmented reality and virtual reality in education. Myth or reality? Int. J. Emerg. Technol. Learn. 14(3), 37 (2019)

    Google Scholar 

  8. Feng, Z., et al.: Towards a customizable immersive virtual reality serious game for earthquake emergency training. Adv. Eng. Inf. 46, 101134 (2020)

    Article  Google Scholar 

  9. Hamilton, D., McKechnie, J., Edgerton, E., Wilson, C.: Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. J. Comput. Educ. 8(1), 1–32 (2021)

    Article  Google Scholar 

  10. Hattie, J., Timperley, H.: The power of feedback. Rev. Educ. Res. 77(1), 81–112 (2007)

    Article  Google Scholar 

  11. Hou, X., Nguyen, H.A., Richey, J.E., Harpstead, E., Hammer, J., McLaren, B.M.: Assessing the effects of open models of learning and enjoyment in a digital learning game. Int. J. Artif. Intell. Educ. 32(1), 120–150 (2022)

    Article  Google Scholar 

  12. Hutton, B., et al.: The prisma extension statement for reporting of systematic reviews incorporating network meta-analyses of health care interventions: checklist and explanations. Ann. Intern. Med. 162(11), 777–784 (2015)

    Article  Google Scholar 

  13. Jiawei, W., Mokmin, N.A.M.: Virtual reality technology in art education with visual communication design in higher education: a systematic literature review. Educ. Inf. Technol., 1–19 (2023)

    Google Scholar 

  14. Johnson, C.I., Bailey, S.K., Buskirk, W.L.V.: Designing effective feedback messages in serious games and simulations: a research review. Instr. Tech. Facilitate Learn. Motiv. Serious Games 3(7), 119–140 (2017)

    Article  Google Scholar 

  15. Kavanagh, S., Luxton-Reilly, A., Wuensche, B., Plimmer, B.: A systematic review of virtual reality in education. Themes Sci. Technol. Educ. 10(2), 85–119 (2017)

    Google Scholar 

  16. Kay, J., Rus, V., Zapata-Rivera, D., Durlach, P.: Open learner model visualizations for contexts where learners think fast or slow. Des. Recommendations Intell. Tutoring Syst. 6, 125 (2020)

    Google Scholar 

  17. Kyaw, B.M., et al.: Virtual reality for health professions education: systematic review and meta-analysis by the digital health education collaboration. J. Med. Internet Res. 21(1), e12959 (2019)

    Article  Google Scholar 

  18. Long, Y., Aleven, V.: Enhancing learning outcomes through self-regulated learning support with an open learner model. User Model. User-Adap. Interact. 27(1), 55–88 (2017)

    Article  Google Scholar 

  19. Lovreglio, R., et al.: Prototyping virtual reality serious games for building earthquake preparedness: the Auckland city hospital case study. Adv. Eng. Inf. 38, 670–682 (2018)

    Article  Google Scholar 

  20. Luo, H., Li, G., Feng, Q., Yang, Y., Zuo, M.: Virtual reality in k-12 and higher education: a systematic review of the literature from 2000 to 2019. J. Comput. Assist. Learn. 37(3), 887–901 (2021)

    Article  Google Scholar 

  21. Merchant, Z., Goetz, E.T., Cifuentes, L., Keeney-Kennicutt, W., Davis, T.J.: Effectiveness of virtual reality-based instruction on students’ learning outcomes in k-12 and higher education: a meta-analysis. Comput. Educ. 70, 29–40 (2014)

    Article  Google Scholar 

  22. Panadero, E., Lipnevich, A.A.: A review of feedback models and typologies: towards an integrative model of feedback elements. Educ. Res. Rev. 35, 100416 (2022)

    Article  Google Scholar 

  23. Radianti, J., Majchrzak, T.A., Fromm, J., Wohlgenannt, I.: A systematic review of immersive virtual reality applications for higher education: design elements, lessons learned, and research agenda. Comput. Educ. 147, 103778 (2020)

    Article  Google Scholar 

  24. Shute, V.J.: Focus on formative feedback. Rev. Educ. Res. 78(1), 153–189 (2008)

    Article  Google Scholar 

  25. Villena-Taranilla, R., Tirado-Olivares, S., Cozar-Gutierrez, R., González-Calero, J.A.: Effects of virtual reality on learning outcomes in k-6 education: a meta-analysis. Educ. Res. Rev., 100434 (2022)

    Google Scholar 

  26. Westera, W.: Why and how serious games can become far more effective: accommodating productive learning experiences, learner motivation and the monitoring of learning gains. J. Educ. Technol. Soc. 22(1), 59–69 (2019)

    Google Scholar 

  27. Wisniewski, B., Zierer, K., Hattie, J.: The power of feedback revisited: a meta-analysis of educational feedback research. Front. Psychol. 10, 3087 (2020)

    Article  Google Scholar 

  28. Wouters, P., Van Oostendorp, H.: A meta-analytic review of the role of instructional support in game-based learning. Comput. Educ. 60(1), 412–425 (2013)

    Article  Google Scholar 

  29. Wu, B., Yu, X., Gu, X.: Effectiveness of immersive virtual reality using head-mounted displays on learning performance: a meta-analysis. Br. J. Educ. Technol. 51(6), 1991–2005 (2020)

    Article  Google Scholar 

  30. Zhang, L., Bowman, D.A., Jones, C.N.: Exploring effects of interactivity on learning with interactive storytelling in immersive virtual reality. In: 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), pp. 1–8. IEEE (2019)

    Google Scholar 

  31. Zhonggen, Y.: A meta-analysis of use of serious games in education over a decade. Int. J. Comput. Games Technol. 2019, 100 (2019)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The University of Sydney, Sydney, NSW, 2006, Australia

    YingAn Chen & Judy Kay

  2. University College London, London, WC1E 6BT, UK

    Soojeong Yoo

Authors
  1. YingAn Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Judy Kay
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Soojeong Yoo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to YingAn Chen .

Editor information

Editors and Affiliations

  1. University of Southern California, Los Angeles, CA, USA

    Ning Wang

  2. University of British Columbia, Vancouver, BC, Canada

    Genaro Rebolledo-Mendez

  3. North Carolina State University, Raleigh, NC, USA

    Noboru Matsuda

  4. Despacho 3.01, UNED-Grupo de Investigación aDeNu, Madrid, Spain

    Olga C. Santos

  5. University of Leeds, Leeds, UK

    Vania Dimitrova

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Chen, Y., Kay, J., Yoo, S. (2023). Feedback and Open Learner Models in Popular Commercial VR Games: A Systematic Review. In: Wang, N., Rebolledo-Mendez, G., Matsuda, N., Santos, O.C., Dimitrova, V. (eds) Artificial Intelligence in Education. AIED 2023. Lecture Notes in Computer Science(), vol 13916. Springer, Cham. https://doi.org/10.1007/978-3-031-36272-9_44

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-36272-9_44

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-36271-2

  • Online ISBN: 978-3-031-36272-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation