Hvordan kan 360° video i samspil med Virtual Reality og Head Mounted Display være med til at skabe motivation og læring for de kommende studerende på velfærdsuddannelserne?
Oversat titel
How can 360° video in interaction with Virtual Reality and Head Mounted Display create motivation and learning for the future students on welfare programmes?
Forfatter
Navaratnam, Tharyan
Semester
4. semester
Udgivelsesår
2023
Antal sider
150
Resumé
Dette speciale undersøger, hvordan 360°-video i samspil med Virtual Reality (VR) og Head-Mounted Displays (HMD) kan fremme motivation og læring blandt kommende studerende på velfærdsuddannelser. I en case på University College Lillebælt i Odense gennemførte studerende en fortalt opgave i et 360°-miljø via VR-briller over fem dage. Formålet var at identificere, hvilke elementer i VR-oplevelsen der motiverer, med udgangspunkt i Self-Determination Theory (Ryan & Deci, 2000). Metodisk anvendes et kvalitativt single case study i en socialkonstruktivistisk ramme med observationer og semistrukturerede interviews; analysen er informeret af en fortolkende grounded theory-tilgang samt Double Diamond of Design til at strukturere udforskning og idéudvikling. Resultaterne viser, at de studerende er tydeligt motiverede for at bruge VR-teknologi og oplever en meningsfuld kobling mellem fagligt arbejde og interaktion med VR og HMD. De indledende fund peger på potentiale for at understøtte centrale behov som kompetence, autonomi og samhørighed. Studiet afgrænser sig fra kvantitative målinger og bygger på kvalitativ empiri, hvilket begrænser generaliserbarheden men giver dyb indsigt i oplevet motivation. Specialet diskuterer implikationer for implementering i danske uddannelser og skitserer perspektiver for videre forskning og udvikling af prototyper.
This thesis examines how 360° video combined with Virtual Reality (VR) and Head-Mounted Displays (HMD) can enhance motivation and learning among prospective students in Danish welfare education programmes. In a case at University College Lillebælt in Odense, students completed a narrated task in a 360° environment using VR headsets over five days. The aim was to identify which elements of the VR experience drive motivation, grounded in Self-Determination Theory (Ryan & Deci, 2000). Methodologically, the study uses a qualitative single case study within a social constructivist stance, drawing on observations and semi-structured interviews; analysis was guided by an interpretive grounded theory approach and the Double Diamond of Design to structure exploration and ideation. Findings show that students are clearly motivated to use VR technologies and perceive a meaningful link between academic work and interaction with VR and HMD. Early insights suggest potential to support core needs such as competence, autonomy, and relatedness. The study deliberately excludes quantitative measures and relies on qualitative data, which limits generalizability but provides rich insight into perceived motivation. The thesis discusses implications for educational implementation in Denmark and outlines directions for further research and prototype development.
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