Collaborative Immersive Virtual Environments in Geography
Education on Climate Zones : A UX Case Study

J 2025

Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study

STŘECHOVÁ, Martina; Michal ČERNÝ; Čeněk ŠAŠINKA; Zdeněk STACHOŇ; Alžběta ŠAŠINKOVÁ et al.

Základní údaje

Originální název

Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study

Autoři

STŘECHOVÁ, Martina; Michal ČERNÝ; Čeněk ŠAŠINKA; Zdeněk STACHOŇ; Alžběta ŠAŠINKOVÁ; František HOLUBEC a Hana ŠVEDOVÁ

Vydání

ISPRS International Journal of Geo-Information, Basel, MDPI, 2025, 2220-9964

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Švýcarsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.800 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

collaborative immersive virtual environments; eDIVE; education; virtual reality; head-mounted display; human-computer interaction; collaborative learning; immersion; climate zones; Biomes

Štítky

14315030, rivok

Příznaky

Recenzováno

Změněno: 23. 2. 2026 11:00, Mgr. Ester Gaja Pučálková, Ph.D.

Anotace

V originále

This study examines students’ experiences with Biomes, a Collaborative Immersive Virtual Environment (CIVE) designed to teach climate zones through virtual reality. The research employed a combination of Research through Design (RtD) methodology and Interpretative Phenomenological Analysis (IPA) to explore how students view their CIVE experience and its perceived impact on learning. 16 students (aged 12–15) participated in structured lessons using Meta Quest 2 headsets, followed by semi-structured focus groups. The analysis yielded three overarching themes: challenges with object manipulation, perceived benefits, and desired additional functionalities. While participants encountered challenges with precise thumbnail placement and grip distance control, they reported high levels of enjoyment, appropriate difficulty levels, and notable knowledge acquisition. The immersive nature of the virtual environment created authentic experiences that traditional classrooms cannot replicate, although perceptions varied by age group, with younger students showing greater enthusiasm. The findings demonstrate that despite technical challenges, CIVEs have the potential to facilitate engaging educational experiences. It is imperative to integrate advanced interaction techniques, incorporate age-specific design elements, and strike a balance between technological innovation and pedagogical efficacy to optimise educational outcomes in virtual reality learning environments, thereby enhancing the effectiveness of future developments in this domain.

Návaznosti

TL03000346, projekt VaV

Název: Vzdělávání v kolaborativní imerzivní virtuální realitě (Akronym: EduInCIVE)

Investor: Technologická agentura ČR, Vzdělávání v kolaborativní imerzivní virtuální realitě

Citovat

STŘECHOVÁ, Martina; Michal ČERNÝ; Čeněk ŠAŠINKA; Zdeněk STACHOŇ; Alžběta ŠAŠINKOVÁ; František HOLUBEC a Hana ŠVEDOVÁ. Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study. ISPRS International Journal of Geo-Information. Basel: MDPI, 2025, roč. 14, č. 12, s. 1-24. ISSN 2220-9964. Dostupné z: https://doi.org/10.3390/ijgi14120455.

@article{2535879,
   author = {Střechová, Martina and Černý, Michal and Šašinka, Čeněk and STACHOŇ, Zdeněk and Šašinková, Alžběta and Holubec, František and Švedová, Hana},
   article_location = {Basel},
   article_number = {12},
   doi = {https://doi.org/10.3390/ijgi14120455},
   keywords = {collaborative immersive virtual environments; eDIVE; education; virtual reality; head-mounted display; human-computer interaction; collaborative learning; immersion; climate zones; Biomes},
   language = {eng},
   issn = {2220-9964},
   journal = {ISPRS International Journal of Geo-Information},
   title = {Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study},
   url = {https://www.mdpi.com/2220-9964/14/12/455},
   volume = {14},
   year = {2025}
}

TY  - JOUR
ID  - 2535879
AU  - Střechová, Martina - Černý, Michal - Šašinka, Čeněk - STACHOŇ, Zdeněk - Šašinková, Alžběta - Holubec, František - Švedová, Hana
PY  - 2025
TI  - Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study
JF  - ISPRS International Journal of Geo-Information
VL  - 14
IS  - 12
SP  - 1-24
EP  - 1-24
PB  - MDPI
SN  - 22209964
KW  - collaborative immersive virtual environments
KW  - eDIVE
KW  - education
KW  - virtual reality
KW  - head-mounted display
KW  - human-computer interaction
KW  - collaborative learning
KW  - immersion
KW  - climate zones
KW  - Biomes
UR  - https://www.mdpi.com/2220-9964/14/12/455
N2  - This study examines students’ experiences with Biomes, a Collaborative Immersive Virtual Environment (CIVE) designed to teach climate zones through virtual reality. The research employed a combination of Research through Design (RtD) methodology and Interpretative Phenomenological Analysis (IPA) to explore how students view their CIVE experience and its perceived impact on learning. 16 students (aged 12–15) participated in structured lessons using Meta Quest 2 headsets, followed by semi-structured focus groups. The analysis yielded three overarching themes: challenges with object manipulation, perceived benefits, and desired additional functionalities. While participants encountered challenges with precise thumbnail placement and grip distance control, they reported high levels of enjoyment, appropriate difficulty levels, and notable knowledge acquisition. The immersive nature of the virtual environment created authentic experiences that traditional classrooms cannot replicate, although perceptions varied by age group, with younger students showing greater enthusiasm. The findings demonstrate that despite technical challenges, CIVEs have the potential to facilitate engaging educational experiences. It is imperative to integrate advanced interaction techniques, incorporate age-specific design elements, and strike a balance between technological innovation and pedagogical efficacy to optimise educational outcomes in virtual reality learning environments, thereby enhancing the effectiveness of future developments in this domain.
ER  -

STŘECHOVÁ, Martina; Michal ČERNÝ; Čeněk ŠAŠINKA; Zdeněk STACHOŇ; Alžběta ŠAŠINKOVÁ; František HOLUBEC a Hana ŠVEDOVÁ. Collaborative Immersive Virtual Environments in Geography Education on Climate Zones : A UX Case Study. \textit{ISPRS International Journal of Geo-Information}. Basel: MDPI, 2025, roč.~14, č.~12, s.~1-24. ISSN~2220-9964. Dostupné z: https://doi.org/10.3390/ijgi14120455.

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