AN INNOVATIVE VIRTUAL REALITY EDUCATIONAL ENVIRONMENT FOR SCHOOL PHYSICS EDUCATION: SLOVAKIA CASE

A study is directed at a comparison of Virtual Reality as an educational tool in physics instruction with standard, teacher-organized, or computer-aided learning. Findings generally indicated that virtual reality-based learning is superior to lecture-based control conditions. The dependent variable was a residualized knowledge of physics measure obtained from subjects four weeks following termination of training. As a training method, virtual reality was superior to the control condition at the four-week retention period. Such a finding supports cognitive theorists who argue that the lack of opportunities for hands-on, manipulation of objects in the physical world is one of the reasons children are often poor at intuitive physics. Virtual reality provides them the opportunity to develop manipulational skills they did not previously possess.

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A RETROSPECTIVE ANALYSIS OF THE TERM AND PHENOMENON OF "VIRTUAL EDUCATIONAL SPACE" IN THE CONTEXT OF IMPLEMENTING OF INTERNATIONAL EDUCATIONAL ACTIVITIES

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2019.5007.10(1-2)-4 ◽

2019 ◽

pp. 35-44

Author(s):

Hanna Hubska

Keyword(s):

Virtual Reality ◽

Theoretical Model ◽

Retrospective Analysis ◽

Educational Environment ◽

The Self ◽

Educational Activities ◽

Self Identity ◽

Effective Application ◽

The Individual

The retrospective analysis of the term and phenomenon of "virtual educational space" revealed the need to develop a theoretical model of using the virtual educational environment, identifying ways of its effective application, where the implementation of international educational activities is not an exception. In addition, the virtualization of the educational environment also causes a certain number of threats regarding the risks of functioning in the conditions of real society and the self-identity of the individual due to, so to speak, virtual transitions from one virtual reality to another and existence in reality.

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Games on Mobiles via Web or Virtual Reality Technologies: How to Support Learning for Biomedical Laboratory Science Education

Information ◽

10.3390/info11040195 ◽

2020 ◽

Vol 11 (4) ◽

pp. 195 ◽

Cited By ~ 1

Author(s):

Tord Hettervik Frøland ◽

Ilona Heldal ◽

Gry Sjøholt ◽

Elisabeth Ersvær

Keyword(s):

Experimental Study ◽

Virtual Reality ◽

Serious Games ◽

Educational Environment ◽

Learning Goals ◽

Technology Support ◽

Laboratory Science ◽

Know How ◽

Web App ◽

Biomedical Laboratory

Simulations, serious games, and virtual reality (SSG) applications represent promising support for achieving practical proficiency, but it is difficult to know how to introduce them into a new environment. This paper aims to contribute to a better understanding of introducing new SSGs to a non-computer related educational environment—biomedical laboratory science (BLS) education. By following the choice, construction, and evaluation of a gamified app for practicing phlebotomy (StikkApp), not only the usefulness of the application, but also the general needs and possibilities for supporting SSG applications, are discussed. This paper presents the evaluation of StikkApp through an experimental study examining its use on mobile devices, as a web app and by discussing challenges for a corresponding virtual reality app by BLS students and their teachers. This evaluation focused on questions concerning usage scenarios, technologies, and how the design of the app can be aligned to learning goals necessary for education. By discussing these requirements and possibilities for apps and technology support for using SSG apps for BLS students, this paper contributes to a better understanding of using digital support for sustainable education.

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Learning experience design with immersive virtual reality in physics education

Educational Technology Research and Development ◽

10.1007/s11423-021-10055-y ◽

2021 ◽

Author(s):

Yiannis Georgiou ◽

Olia Tsivitanidou ◽

Andri Ioannou

Keyword(s):

Virtual Reality ◽

Physics Education ◽

Learning Experience ◽

Immersive Virtual Reality ◽

Experience Design

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Investigation of the contribution of virtual reality to architectural education

Art Design & Communication in Higher Education ◽

10.1386/adch_00024_1 ◽

2020 ◽

Vol 19 (2) ◽

pp. 221-240 ◽

Cited By ~ 1

Author(s):

İlker Erkan

Keyword(s):

Virtual Reality ◽

Natural Environment ◽

Light Quality ◽

Educational Environment ◽

Architectural Education ◽

User Perception ◽

Virtual Reality Environment ◽

Architecture Education ◽

Tracking Devices ◽

Made In

This study mainly examines the contribution of the virtual reality environment to architectural education. The primary aim of the study was to investigate the theoretical possibilities of VR technology in an interactive and participatory educational environment that would allow students to examine architectural components and inter-component relationships. A group of 160 volunteers participated in the study, with participants asked to design villas in both natural (non-VR) and virtual reality (VR) environments within a specific period. Designs made in both environments (VR and non-VR) were evaluated by a team of five experts (jurors). For the evaluation, jurors wore eye-tracking devices and were asked to comment on the designs in both environments. In the virtual reality environment designs, the following categories showed significant differences over the drawings in a natural environment: functionality, aesthetics, user perception of space and internal physical quality (light quality), indicating that the virtual reality designs were examined more closely by the jurors than were those in the natural environment. This study will contribute to design discipline if virtual reality systems are adopted in architecture education.

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