scholarly journals A Framework for Personalized Fully Immersive Virtual Reality Learning Environments with Gamified Design in Education

2021 ◽  
Author(s):  
Andreas Marougkas ◽  
Christos Troussas ◽  
Akrivi Krouska ◽  
Cleo Sgouropoulou
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Adaptive Design ◽  
Relevant Literature ◽  
Traditional Learning ◽  
Immersive Virtual Reality ◽  
Learning Methods ◽  
Head Mounted Displays ◽  
Educational Applications

Traditional learning methods frequently fail to provoke students’ interest, stimulate their enjoyment and encourage them to participate in learning activities, resulting in discomfort, distractions, and disengagement, if not quitting. Education’s goal is to improve the quality and effectiveness of teaching and learning methods. This paper aims to present a framework based on Virtual Reality (VR) technology and contemporary Head Mounted Displays, that incorporates game-based techniques and adaptive design according to the student’s profile. As a result, this paper analyzes the relevant literature, the VR apparatus, the importance of VR, as well as gamification, personalization and adaptive design in education, which are the learning foundations on which the framework is based. Finally, the framework’s modules and structure are presented, taking into account all of the previously mentioned parameters. This novel framework aspires to serve as a basis for educational applications that use immersive Virtual Reality technologies to transform learning procedures into entertaining, engaging, enjoyable, and effective experiences.

scholarly journals Lecturers’ Experiences in Teaching Using VR Resources at a Selected University, South Africa

2021 ◽  
Author(s):  
Olika Moila ◽  
Andile Mji ◽  
Sibongile Simelane-Mnisi
Keyword(s):  
South Africa ◽  
Virtual Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Traditional Teaching ◽  
Learning Methods ◽  
Face To Face

Globally, academics have reconnoitered the various benefits of virtual reality (VR) in education. This study explored the lecturers’ experiences with VR resources in teaching and learning environments with pre-service teachers at one of the selected universities in South Africa. The study engaged a qualitative method, comprising of semi-structured face-to-face interviews with 6 lectures. The data from the interviews were evaluated by hand and the findings from this study were precisely described as given by the interviewees. These findings specified that the lecturers acknowledged the effectiveness of the use of VR resources in teaching and learning since all activities become more concrete., However, the lecturers indicated that there were some challenges that hindered them from employing VR resources into their teaching and learning environments and these included a lack of adequate lecturer development for the use of VR tools for teaching; inadequate VR tools for teaching and learning in their departments; VR resources were not tailor-made for their current curricula; and inadequate funding for 4IR resources. Hence, this study recommended that this university should immediately provide all the support required to facilitate the lecturers’ use of VR resources for teaching to avoid the use traditional teaching and learning methods.

scholarly journals A Framework for the Use of Immersive Virtual Reality in Learning Environments

2020 ◽  
Vol 15 (24) ◽  
pp. 208
Author(s):  
Miriam Mulders ◽  
Josef Buchner ◽  
Michael Kerres
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Current Knowledge ◽  
Evidence Based ◽  
Immersive Virtual Reality ◽  
Educational Model ◽  
Multi Media ◽  
Media Learning

Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional con-cepts are missing. The design of iVR-technology-supported learning environ-ments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multi-media Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.

Immersive vs. non-immersive virtual reality learning environments

2021 ◽  
Author(s):  
Diego Vergara-Rodriguez ◽  
Alejandro Gomez-Asenjo ◽  
Pablo Fernandez-Arias ◽  
Ana Isabel Gomez-Vallecillo ◽  
Victoria Eugenia Lamas-Alvarez ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Immersive Virtual Reality

scholarly journals Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future

2020 ◽  
pp. 85-107
Author(s):  
Mariagrazia Francesca Marcarini
Keyword(s):  
Learning Environments ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
First Grade ◽  
Traditional Learning ◽  
New Learning Environments ◽  
New Learning ◽  
Teachers And Students ◽  
Improved Learning

AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.

Virtual World Classrooms

2014 ◽  
pp. 233-260 ◽  
Author(s):  
Susan Martin Meggs ◽  
Sharon Kibbe ◽  
Annette Greer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Interior Design ◽  
Second Life ◽  
Teaching And Learning ◽  
Outcome Evaluation ◽  
Educational Value ◽  
Traditional Course ◽  
Laboratory Component

This chapter provides a comprehensive case study to demonstrate the longitudinal development of online pedagogy for higher education through a lens of interior design. The chapter presents constructivist theory as a guiding pedagogical framework for the creation of learning environments within Second Life (SL) virtual reality. Details of the rigorous process of incorporation of SL, as an enhancement to a traditional course with a laboratory component, is presented to validate the integrity of the scholarship of teaching and learning undertaken in the exemplar case study. The concluding components of the chapter review the iterative process of course outcome evaluation compared to course and accreditation standards to further demonstrate the educational value of virtual reality as an environment for learning.

Virtual and Augmented Reality

2019 ◽  
pp. 12-23 ◽  
Author(s):  
Liston William Bailey
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Augmented Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Common Elements ◽  
Research Institutions ◽  
Virtual And Augmented Reality ◽  
Instructional Design Practices

This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.

Virtual Reality Pedagogical Considerations in Learning Environments

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Elizabeth A. Johnston ◽  
Gerald W. Olivas ◽  
Patricia Steele ◽  
Cassandra Smith ◽  
Liston W. Bailey
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Direct Instruction ◽  
Situated Cognition ◽  
Electronic Marketplace ◽  
Student Centered ◽  
Student Centered Learning ◽  
Educational Applications

New virtual reality (VR) educational applications are available in the electronic marketplace almost daily but seldom include pedagogies, materials, recommendations, or insights for adapting or implementing the applications into existing curriculums. Educators need to understand the pedagogical orientations of VR applications to prepare, apply, assess, and evaluate a potentially productive practice that distinguishes and supports different strategies and optimizes student-centered learning. VR educational applications are most frequently built on student-centered models including direct instruction, experiential, discovery, situated cognition, and constructivism pedagogies.

scholarly journals Future of Neurology & Technology: Virtual and Augmented Reality in Neurology and Neuroscience Education: Applications and Curricular Strategies

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000012413
Author(s):  
Stefano Sandrone ◽  
Chad E Carlson
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Traditional Learning ◽  
Learning Methods ◽  
Neuroscience Education ◽  
The World ◽  
Virtual And Augmented Reality ◽  
Barriers And Opportunities

Virtual reality and augmented reality have become increasingly prevalent in our lives. They are changing the way we see and interact with the world and have started percolating medical education. In this article, we reviewed key applications of virtual and augmented realities in neurology and neuroscience education, and discussed barriers and opportunities for implementation in the curriculum. Although long-term benefits of these approaches over more traditional learning methods and the optimal curricular balance remain mostly unexplored, virtual and augmented reality can change how we teach neurology and neuroscience.

scholarly journals Fully Immersive Virtual Reality in Logistics Modelling and Simulation Education

2021 ◽  
Vol 33 (6) ◽  
pp. 799-806
Author(s):  
Dario Ogrizović ◽  
Ana Perić Hadžić ◽  
Mladen Jardas
Keyword(s):  
Virtual Reality ◽  
Learning Strategies ◽  
Discrete Event ◽  
Immersive Virtual Reality ◽  
Event Simulation ◽  
Simulation Education ◽  
Head Mounted Displays ◽  
Information And Communication ◽  
And Training ◽  
Potential Use

With the increasing development and popularisation of information and communication technology, new challenges are posed to higher education in the modernisation of teaching in order to make education and training of students as effective as possible. It is therefore very important to develop and experiment with appropriate development tools, explore their benefits and effectiveness, and integrate them into existing learning strategies. The emergence of a computer-generated digital environment that can be directly experienced, actions that can determine what is happening in it, growth of technological characteristics, and decline in prices of virtual reality hardware leads to a situation that cannot be ignored. This paper investigated users' perceptions on the potential use of fully immersive virtual reality head-mounted displays in a discrete-event simulation of logistics processes. The dynamic nature of virtual environments requires active participation which causes greater engagement, motivation, and interest aided by interaction and challenges.

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