No Cover Image

Book chapter 259 views

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...

Full description

Published in: Virtual reality simulation for teaching and learning
ISBN: to be advised
Published: Springer Meteor
URI: https://cronfa.swan.ac.uk/Record/cronfa58167
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2021-11-11T09:26:39Z
last_indexed 2021-12-17T04:27:36Z
id cronfa58167
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-12-16T13:31:22.4695374</datestamp><bib-version>v2</bib-version><id>58167</id><entry>2021-10-01</entry><title>Virtual reality simulation for teaching and learning chapter in the Handbook of Big Data and Analytics in Accounting and Auditing</title><swanseaauthors><author><sid>6936caa99ab208f4ee91ff11dba757e2</sid><firstname>Terry</firstname><surname>Filer</surname><name>Terry Filer</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>7d9f7bea373751cae6575e3e22d83fe7</sid><firstname>Marc</firstname><surname>Holmes</surname><name>Marc Holmes</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2021-10-01</date><deptcode>BAF</deptcode><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 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 &#x201C;presence&#x201D; 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&#x2019;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:&#xF0FC;They were positive about using VR for learning&#xF0FC;VR enhanced their learning experience&#xF0FC;VR improved tax understanding&#xF0FC;They enjoyed using VR&#xF0FC;They would like to see more VR in their studies</abstract><type>Book chapter</type><journal>Virtual reality simulation for teaching and learning</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher>Springer Meteor</publisher><placeOfPublication/><isbnPrint/><isbnElectronic>to be advised</isbnElectronic><issnPrint/><issnElectronic/><keywords>virtual reality, experiential learning, taxation, capital allowances, immersive technology</keywords><publishedDay>0</publishedDay><publishedMonth>0</publishedMonth><publishedYear>0</publishedYear><publishedDate>0001-01-01</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Accounting and Finance</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>BAF</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2021-12-16T13:31:22.4695374</lastEdited><Created>2021-10-01T16:56:30.2018705</Created><path><level id="1">Professional Services</level><level id="2">ISS - Uncategorised</level></path><authors><author><firstname>Terry</firstname><surname>Filer</surname><order>1</order></author><author><firstname>Marc</firstname><surname>Holmes</surname><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
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
hierarchytype
hierarchy_top_id professionalservices
hierarchy_top_title Professional Services
hierarchy_parent_id professionalservices
hierarchy_parent_title Professional Services
department_str ISS - Uncategorised{{{_:::_}}}Professional Services{{{_:::_}}}ISS - Uncategorised
document_store_str 0
active_str 0
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
_version_ 1756962511709536256
score 10.92735