scholarly journals Analisis Virtual Reality (VR) sebagai Media Pengenalan Hewan pada Anak Usia Dini

2021 ◽  
Author(s):  
Nimatu Syafiah
Keyword(s):  
Virtual Reality ◽  
Early Childhood ◽  
Virtual World ◽  
Teaching And Learning ◽  
Technological Development ◽  
Farm Animals ◽  
Real Word

Pengenalan hewan merupakan salah satu pembelajaran pada anak usia dini, banyaknya jenis-jenis hewan membuat anak perlu mengetahui jenis dan perbedaan hewan. saat ini pengenalan jenis-jenis dan pebedaan hewan pada anak usia dini masih menggunakan media gambar dan tulis. Dengan perkembangan teknologi saat ini Virtual Reality (VR) dapat membantu dalam proses belajar mengajar, dimana Virtual Reality (VR) dapat berinteraksi dengan lingkungan yang disimulasikan oleh komputer menjadikan dunia maya menjadi dunia nyata. Adapun tujuan penelitian ini yaitu membuat aplikasi pengenalan hewan ternak kepada anak usia dini. Pengguna dapat melihat jenis-jenis hewan ternak pada aplikasi yang ditempatkan pada smartphone dan cardboard. [The introduction of animals is one of learning in early childhood, the number of types of animals makes children need the types and difference in animals. Currently introducing the types and differences of animals in early childhood still use drawing and writing media. With current technological development Virtual Reality (VR) can assist in teaching and learning, while Virtual Reality (VR) can help with an environment that is denied by computers making the virtual world a real word. For the purpose of this study, create an introduction application for farm animals for early childhood. Users can see the types of farm animals in application placed on smartphones and cardboard.]

scholarly journals Supporting STEAM learning through student-developed Mixed Reality (MR) experiences

2021 ◽  
Vol 3 (1) ◽  
pp. 6-7
Author(s):  
Kathryn MacCallum
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Learning Experience ◽  
Low Cost ◽  
Computational Thinking ◽  
The Real

Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014).   In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009).   In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum.   This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes.  This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.

scholarly journals Fostering Students’ Cognitive Achievement Through Employing Virtual Reality Laboratory (VRL)

2021 ◽  
Vol 17 (13) ◽  
pp. 44-58
Author(s):  
Dian Ernawati ◽  
Jaslin Ikhsan
Keyword(s):  
Virtual Reality ◽  
High School Students ◽  
Learning Process ◽  
Virtual World ◽  
Teaching And Learning ◽  
Virtual Laboratory ◽  
Cognitive Achievement ◽  
School Students ◽  
The Real ◽  
Post Test

Titration was one of the chemistry concepts that require practicum in the learning process. But, many obstacles in the real laboratory such as lack of material, tools, and times made the real laboratory less optimal. These lacks could be solved by used Virtual Reality (VR) technology. VR made a big contribution to the education sector. One of them was implementing it in the development virtual laboratory. Virtual laboratory plays an important role in the learning process. It was possible to manipulate 2D (virtual world) objects similar to 3D (real world) objects. This study developed Virtual Reality Laboratory (VRL) to analyze its characteristics, quality, and impact on students' cognitive achievement. A research and development (R&D) method with a post-test design was used in this study. The subjects of this study were 102 high school students in class XI. The samples were divided into 3 classes, namely CC (real laboratory); EC-1 (VRL); and EC-2 (real laboratory and VRL). The results of students' cognitive achievement were analyzed using ANOVA and it was found that there were significant differences in students' cognitive achievement in the three classes. Students who used VRL had higher cognitive achievement than students who used real laboratory. VRL also received excellent grades from chemistry educators. Thus VRL is very useful as a supplement in the teaching and learning process.

scholarly journals Designing Number Learning Applications and Early Childhood Mathematics Calculations

SinkrOn ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 212
Author(s):  
Nofri Wandi Al Hafiz ◽  
Helpi Nopriandi
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Teaching Experience ◽  
Early Childhood Mathematics ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
The World

The progress of technological development in the current era is very fast and fast, it is seen from how people use the technology, even now technology has entered the world of education in terms of the teaching and learning process, with the process of learning and teaching that is still focusing teachers as a material giver, it will make the learning and teaching experience monotonous and less attractive so that students become bored and lack enthusiasm especially with math lessons that use a lot of thoughts, unless the teacher can bring the class atmosphere to be interesting it will make the classroom atmosphere become enthusiasm, to help teachers in the teaching process, it is necessary to make an application that can help teachers to make students interested in learning mathematics.

scholarly journals Build IoT through Virtual Reality

2020 ◽  
Vol 2 (1) ◽  
pp. 11-25
Author(s):  
Muhammad Azri Ishak ◽  
Mohammad Rafiq Kosnan ◽  
Nur Fatini Zakaria
Keyword(s):  
Virtual Reality ◽  
Computer Architecture ◽  
Virtual World ◽  
Mobile Application ◽  
Teaching And Learning ◽  
Raspberry Pi ◽  
Virtual Reality Technology ◽  
Target User ◽  
Evaluation Phase ◽  
Enhance Student Learning

Virtual Reality (VR) is a new form as integration of technologies that overlays computer-generated information on real world. Virtual reality can be used to enhance student learning and engagement. VR education can transform the way educational content is delivered; it works on the premise of creating a virtual world, real or imagined and allows users not only see it but also interact with it. Hence, educator has begun to seek technologies that have potential to be integrated in education in order to help students learn effectively and enhance their understanding. The focus of this research is on development of mobile application on Raspberry Pi topic by using Virtual Reality technology from Computer Architecture and Organization subject in University Pendidikan Sultan Idris (UPSI). Student have difficulty to understand and even not know what is Raspberry Pi besides less usage of mobile application on Virtual Reality, the application could help them understand the functionality of Raspberry Pi better and effectively. By using PROTOTYPING model, evaluation phase consisted of post tested have been carried out on target user as to see the learning effectiveness from student achieved. The result of finding shows that the students think that VR-Pi application is easy to use and the note provided is appropriate and easy to understand. Thus, this mobile application of VR technology could enhance the traditional form of teaching and learning in order to improve student’s knowledge and interest about Raspberry Pi which improves their understanding and experience using technology while learning.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

scholarly journals Back to reality: transition techniques from short HMD-based virtual experiences to the physical world

2021 ◽  
Author(s):  
Robin Horst ◽  
Ramtin Naraghi-Taghi-Off ◽  
Linda Rau ◽  
Ralf Dörner
Keyword(s):  
Virtual Reality ◽  
Virtual World ◽  
Visual Cues ◽  
User Study ◽  
Physical World ◽  
Direct Communication ◽  
Common Presentation ◽  
Presentation Media ◽  
Virtual Experiences ◽  
Short Times

AbstractEvery Virtual Reality (VR) experience has to end at some point. While there already exist concepts to design transitions for users to enter a virtual world, their return from the physical world should be considered, as well, as it is a part of the overall VR experience. We call the latter outro-transitions. In contrast to offboarding of VR experiences, that takes place after taking off VR hardware (e.g., HMDs), outro-transitions are still part of the immersive experience. Such transitions occur more frequently when VR is experienced periodically and for only short times. One example where transition techniques are necessary is in an auditorium where the audience has individual VR headsets available, for example, in a presentation using PowerPoint slides together with brief VR experiences sprinkled between the slides. The audience must put on and take off HMDs frequently every time they switch from common presentation media to VR and back. In a such a one-to-many VR scenario, it is challenging for presenters to explore the process of multiple people coming back from the virtual to the physical world at once. Direct communication may be constrained while VR users are wearing an HMD. Presenters need a tool to indicate them to stop the VR session and switch back to the slide presentation. Virtual visual cues can help presenters or other external entities (e.g., automated/scripted events) to request VR users to end a VR session. Such transitions become part of the overall experience of the audience and thus must be considered. This paper explores visual cues as outro-transitions from a virtual world back to the physical world and their utility to enable presenters to request VR users to end a VR session. We propose and investigate eight transition techniques. We focus on their usage in short consecutive VR experiences and include both established and novel techniques. The transition techniques are evaluated within a user study to draw conclusions on the effects of outro-transitions on the overall experience and presence of participants. We also take into account how long an outro-transition may take and how comfortable our participants perceived the proposed techniques. The study points out that they preferred non-interactive outro-transitions over interactive ones, except for a transition that allowed VR users to communicate with presenters. Furthermore, we explore the presenter-VR user relation within a presentation scenario that uses short VR experiences. The study indicates involving presenters that can stop a VR session was not only negligible but preferred by our participants.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

Sign in / Sign up

Export Citation Format

Share Document