Virtual Reality in the Learning Process

2018 ◽  
pp. 1345-1356 ◽  
Author(s):  
Bayron Chavez ◽  
Sussy Bayona
Keyword(s):  
Virtual Reality ◽  
Learning Process

What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

scholarly journals Learning Through Virtual Environment

2019 ◽  
Vol 8 (6S2) ◽  
pp. 232-235
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Process ◽  
Visually Impaired ◽  
Speech Synthesis ◽  
Learning Ability ◽  
Visually Impaired People ◽  
Learning Skill ◽  
Impaired People ◽  
Different Levels

The evolution of the technology takes the education to next level, where it makes the learning process more interesting and attractive. The Virtual Reality plays an important role in this evolution. The main aim of this work is to enhance the learning ability in students through virtual environment by developing an education based game. In this work, the virtual reality device-Wii mote has been used for the learning process, and also for answering the questions in the different levels of game. The learning process also involves the speech synthesis. This helps the visually impaired people to learn without others help and it also motivates even the average students to participate more actively in learning process. The game has been further divided as easy, medium and difficult levels. So the learning ability of each student can be easily tested and further steps can be taken in order to motivate them, and to optimize their learning skill. Thus, this work motivates the students for learning and to exalt their learning ability.

Effects of Assistive Technologies Combined with Desktop Virtual Reality in Instructional Procedures (1)

2010 ◽  
pp. 299-305
Author(s):  
Gary Dotterer
Keyword(s):  
Virtual Reality ◽  
Assistive Technology ◽  
Learning Process ◽  
Assistive Technologies ◽  
Advanced Technology ◽  
Traditional Methods ◽  
Web Based ◽  
Desktop Virtual Reality ◽  
Instructional Procedures ◽  
Learning Performances

Based on research, desktop virtual reality (DVR) has been shown to have learning benefits over traditional methods of instruction. However, implementing assistive technology (ATs) in DVR would seem to enhance the learning process. This study aimed to examine effects of web-based DVR on learning performances. The literature reviewed for this particular study ultimately shows DVR to be beneficial in training in many fields found in the workforce. The overall advantages utilizing advanced technology in the form of DVR and ATs allow safe and controlled training environments, realistic simulations, and the ability to reconstruct learner processes and interactions.

Technical Details and Educational Applications for Virtual Reality Technologies

2021 ◽  
pp. 74-95
Author(s):  
Yongzhi Wang
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Learning Process ◽  
State Of The Art ◽  
The State ◽  
High Quality ◽  
Comprehensive Survey ◽  
Technical Details ◽  
Educational Applications ◽  
Teaching Learning

The application of virtual reality (VR) in higher education has drawn attention. Understanding the state of the art for VR technologies helps educators identify appropriate applications and develop a high-quality engaging teaching-learning process. This chapter provides a comprehensive survey of current hardware and software supports on VR. Secondly, important technical metrics in VR technology are considered with comparisons of different VR devices using identified metrics. Third, there is a focus on software tools and an explore of various development frameworks, which facilitate the implementation of VR applications. With this information as a foundation, there is a VR use in higher education. Finally, there is a discussion of VR applications that can be potentially used in education.

Virtual Constructivism

2009 ◽  
pp. 130-145 ◽  
Author(s):  
Laura M. Nicosia
Keyword(s):  
Social Media ◽  
Virtual Reality ◽  
Web 2.0 ◽  
21St Century ◽  
Learning Process ◽  
Second Life ◽  
World Of Warcraft ◽  
Life World ◽  
Yield Learning ◽  
Pedagogical Frameworks

Contemporary educators have been reassessing pedagogical frameworks and reevaluating accepted epistemologies and ontologies of learning. The age-old debate whether knowledge is gained or constructed seems drawn to a consensus in the 21st Century: those who seek knowledge are active participants in the learning process and they have uniquely 21st Century attributes. Web 2.0+ technologies, various social media (Facebook, MySpace, Blogger, YouTube) and online virtual reality environments (Second Life, World of Warcraft, Sims) have influenced today’s students in ways that constructivists should explore, embrace and exploit. This essay explores how Second Life (SL) effectively employs and distills the principles of educational constructivism. SL offers endless opportunities for immersion within user-constructed environments and activities. Educational use of SL may facilitate learner-led activities and yield learning that is prompted by desire and curiosity rather than learning for learning’s sake. By exploiting these qualities with constructivist pedagogies, educators create environments that challenge and enable students to engage in the deepest kinds of learning.

Virtual Constructivism

2011 ◽  
pp. 623-638 ◽  
Author(s):  
Laura M. Nicosia
Keyword(s):  
Social Media ◽  
Virtual Reality ◽  
Web 2.0 ◽  
21St Century ◽  
Learning Process ◽  
Second Life ◽  
World Of Warcraft ◽  
Life World ◽  
Yield Learning ◽  
Pedagogical Frameworks

Contemporary educators have been reassessing pedagogical frameworks and reevaluating accepted epistemologies and ontologies of learning. The age-old debate whether knowledge is gained or constructed seems drawn to a consensus in the 21st Century: those who seek knowledge are active participants in the learning process and they have uniquely 21st Century attributes. Web 2.0+ technologies, various social media (Facebook, MySpace, Blogger, YouTube) and online virtual reality environments (Second Life, World of Warcraft, Sims) have influenced today’s students in ways that constructivists should explore, embrace and exploit. This essay explores how Second Life (SL) effectively employs and distills the principles of educational constructivism. SL offers endless opportunities for immersion within userconstructed environments and activities. Educational use of SL may facilitate learner-led activities and yield learning that is prompted by desire and curiosity rather than learning for learning’s sake. By exploiting these qualities with constructivist pedagogies, educators create environments that challenge and enable students to engage in the deepest kinds of learning.

Analysis of the Use of VR and Haptic Devices in the Teaching-Learning Process for Blind People

2020 ◽  
pp. 153-168
Author(s):  
Mitsari Lucio Alonso ◽  
Hugo I. Medellin-Castillo
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
People With Disabilities ◽  
Point Of View ◽  
Blind People ◽  
User Centered Design ◽  
Haptic Devices ◽  
Advantages And Disadvantages ◽  
Support Tools ◽  
Teaching Learning

The inclusion of people with disabilities in society is an issue that is currently becoming relevant. This is why technology is in a constant struggle to develop tools that meet the needs of this sector of the population and with it fulfill this objective. One of these disabilities is blindness. Therefore, this chapter shows an analysis of the application of virtual reality (VR) and haptic devices as support tools in the teaching-learning of people with such disabilities through the study of various projects that have implement these technologies, obtaining the advantages and disadvantages offered by these resources. For this, an analysis is made from the point of view of accessibility that it presents as well as the approach of the user-centered design (UCD).

Effects of Virtual Reality Learning Platforms on Usability and Presence

2021 ◽  
pp. 236-265
Author(s):  
Murat Çoban
Keyword(s):  
Virtual Reality ◽  
Primary School ◽  
Learning Process ◽  
Instructional Designers ◽  
School Students ◽  
3D Environment ◽  
Educational Environments ◽  
Significant Difference ◽  
Learning Platforms ◽  
And Function

The effectiveness of the learning process in the virtual reality (VR) environment and the presence and immersion components of the VR environment are among the most important variables for students to feel as if they are part of the 3D environment and function in the environment. The objective of this chapter is to determine and compare the presence and usability levels of primary school students participating in VR environments with different immersion characteristics (immersive and non-immersive). According to the findings, there was no significant difference between immersive and non-immersive VR environments in terms of presence and usability. It was also determined that the level of presence of students in both groups did not vary depending on usability. The results are regarded to be useful to educators, researchers, and instructional designers who want to integrate VR technology into their educational environments.

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