Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing

Filer, Terry; Holmes, Marc

doi:https://doi.org/

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Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing

Terry Filer, Marc Holmes

Virtual reality simulation for teaching and learning

Swansea University Authors: Terry Filer, Marc Holmes

Abstract

Taxation undergraduate students in Wales, Singapore and China experienced virtual reality (VR) in their learning of taxation, where a real-world capital allowances scenario supported student learning of the topic. Experiential learning can help students improve their understanding of the subject and...

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Published in:	Virtual reality simulation for teaching and learning
ISBN:	to be advised
Published:	Springer Meteor
URI:	https://cronfa.swan.ac.uk/Record/cronfa58167
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first_indexed	2021-11-11T09:26:39Z
last_indexed	2021-12-17T04:27:36Z
id	cronfa58167
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spelling	2021-12-16T13:31:22.4695374 v2 58167 2021-10-01 Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing 6936caa99ab208f4ee91ff11dba757e2 Terry Filer Terry Filer true false 7d9f7bea373751cae6575e3e22d83fe7 Marc Holmes Marc Holmes true false 2021-10-01 BAF Taxation undergraduate students in Wales, Singapore and China experienced virtual reality (VR) in their learning of taxation, where a real-world capital allowances scenario supported student learning of the topic. Experiential learning can help students improve their understanding of the subject and gain valuable skills for employment or further studies e.g. professional qualifications.Virtual reality is an immersive learning experience that can help students improve their understanding. As a visual learning approach, students are more likely to be able to recall their visual experiences. VR has the benefit of participators experiencing “presence” in their learning, putting themselves in the virtual world making it a memorable and often an enjoyable experience.This study compares student perceptions from students at each of the three universities using a voluntary questionnaire, accessed via a QR reader, before the VR session to capture their knowledge and use of technology plus their thoughts on using VR for learning. A further questionnaire after the VR session captured student’s thoughts on their VR learning experience, did they enjoy the experience, did it help their understanding, and would they like to use it more in their studies?A summary of the results demonstrates the majority of students indicated:They were positive about using VR for learningVR enhanced their learning experienceVR improved tax understandingThey enjoyed using VRThey would like to see more VR in their studies Book chapter Virtual reality simulation for teaching and learning Springer Meteor to be advised virtual reality, experiential learning, taxation, capital allowances, immersive technology 0 0 0 0001-01-01 COLLEGE NANME Accounting and Finance COLLEGE CODE BAF Swansea University 2021-12-16T13:31:22.4695374 2021-10-01T16:56:30.2018705 Professional Services ISS - Uncategorised Terry Filer 1 Marc Holmes 2
title	Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing
spellingShingle	Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing Terry Filer Marc Holmes
title_short	Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing
title_full	Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing
title_fullStr	Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing
title_full_unstemmed	Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing
title_sort	Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing
author_id_str_mv	6936caa99ab208f4ee91ff11dba757e2 7d9f7bea373751cae6575e3e22d83fe7
author_id_fullname_str_mv	6936caa99ab208f4ee91ff11dba757e2_*_Terry Filer 7d9f7bea373751cae6575e3e22d83fe7_*_Marc Holmes
author	Terry Filer Marc Holmes
author2	Terry Filer Marc Holmes
format	Book chapter
container_title	Virtual reality simulation for teaching and learning
institution	Swansea University
isbn	to be advised
publisher	Springer Meteor
college_str	Professional Services
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hierarchy_top_title	Professional Services
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description	Taxation undergraduate students in Wales, Singapore and China experienced virtual reality (VR) in their learning of taxation, where a real-world capital allowances scenario supported student learning of the topic. Experiential learning can help students improve their understanding of the subject and gain valuable skills for employment or further studies e.g. professional qualifications.Virtual reality is an immersive learning experience that can help students improve their understanding. As a visual learning approach, students are more likely to be able to recall their visual experiences. VR has the benefit of participators experiencing “presence” in their learning, putting themselves in the virtual world making it a memorable and often an enjoyable experience.This study compares student perceptions from students at each of the three universities using a voluntary questionnaire, accessed via a QR reader, before the VR session to capture their knowledge and use of technology plus their thoughts on using VR for learning. A further questionnaire after the VR session captured student’s thoughts on their VR learning experience, did they enjoy the experience, did it help their understanding, and would they like to use it more in their studies?A summary of the results demonstrates the majority of students indicated:They were positive about using VR for learningVR enhanced their learning experienceVR improved tax understandingThey enjoyed using VRThey would like to see more VR in their studies
published_date	0001-01-01T04:07:02Z
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score	10.92735

Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing

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