Embedding augmented and virtual reality in educational learning method: Present and future

Author(s):  
Rula Al-Azawi ◽  
Moh'D Suliman Shakkah
2021 ◽  
Vol 48 (2) ◽  
pp. 87-96
Author(s):  
Bramasta Putra Redyantanu ◽  
Altrerosje Asri

The development of technology cannot be separated from the development of science, including the learning method. There is an elective course named Virtual Reality Architecture in Architecture Department of Petra Chrisitan University. This course focuses on the process of learning architecture at the stage of presenting and communicating ideas. The virtual technology used as a learning method includes three types of technology, animation, augmented reality and virtual reality. The three technologies are elaborated as a simulation method. The simplicity of its application can be seen in the support for hardware, software, and special devices used by students in their daily lives. This study aims to test the achievement of goals at the final level of learning. Students who have attended this lecture are then interviewed and observed, in relation to proving whether this simple virtual technology can be a supporter in the learning process in the architecture study program.


Author(s):  
Jinsil Hwaryoung Seo ◽  
Brian Smith ◽  
Margaret Cook ◽  
Michelle Pine ◽  
Erica Malone ◽  
...  

2020 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Ryan Hara Permana ◽  
Mira Suryani ◽  
Erick Paulus ◽  
Windy Rakhmawati

Introduction: Simulation of nursing care in patients with acute respiratory infections (ARI) requires a method that is high fidelity. This study aims to determine the impact of Virtual Reality Simulation (VRS), as a learning method, on the improvement of cognitive abilities of undergraduate nursing students in conducting nursing care of the ARI case. Methods: This study used a quasi-experimental design with pre and post-test on the control and intervention group. The sampling technique used purposive sampling, with a total of 27 respondents divided into nine respondents in each group, including the control group (group A)  intervention group (Group B and C). There were three different methods in the implementation of VRS as learning activities. Data were analyzed by ANCOVA test. Results: The results showed a significant impact on the application of VRS as a learning method with p <0.05 (0.025). Conclusion: This significant impact was obtained in the implementation of VRS as a stand-alone learning method.


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