scholarly journals Educational applications of metaverse: possibilities and limitations

2021 ◽  
Vol 18 ◽  
pp. 32
Author(s):  
Bokyung Kye ◽  
Nara Han ◽  
Eunji Kim ◽  
Yeonjeong Park ◽  
Soyoung Jo
Keyword(s):  
Augmented Reality ◽  
Social Communication ◽  
Spinal Surgery ◽  
Research Team ◽  
Virtual Space ◽  
Social Connections ◽  
Communication Space ◽  
Augmented Reality Technology ◽  
Educational Applications ◽  
Anatomy Lab

This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.

scholarly journals Ruang daring bercerita: Sebuah narasi tentang rute, navigasi, dan batas dalam arsitektur

ARSNET ◽  
2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Nina Dwi Handayani
Keyword(s):  
Augmented Reality ◽  
Operation Mode ◽  
Physical Space ◽  
Human Movement ◽  
Virtual Space ◽  
Web Based ◽  
Art Objects ◽  
Mode Of Operation ◽  
Augmented Reality Technology ◽  
Manual Mode

Kondisi pandemi yang membatasi pola pergerakan manusia atas ruang, di satu sisi menyebabkan manusia kehilangan makna dan rasa atas kehadiran ruang fisik, tapi di sisi lain memberikan peluang bagaimana cara memaknai ruang dengan cara yang berbeda. Instalasi Kisah Antah-berantah karya Citra Sasmita yang diinisiasi oleh Ruang Seni Anak Komisi UOB Museum MACAN, Jakarta ini berkisah tentang cerita fabel mitologis untuk anak-anak yang diinspirasi dari lukisan kamasan dan karakter cerita rakyat Tantri di Bali. Mempergunakan teknologi web-based augmented reality, Kisah Antah-berantah merupakan perpaduan objek seni dan ruang secara fisik dengan teknologi dunia maya, yang bisa dinikmati secara daring dan luring. Pengamatan karya instalasi Kisah Antah-berantah ini bertujuan untuk memperkaya gagasan atas keterlibatan rute, tur dan bagaimana memaknai batas pada ruang maya.  Pengamatan “mengalami ruang” secara daring oleh penulis dijelaskan melalui 2 cara yaitu mode operasi pasif 360˚ dan mode operasi aktif manual. Mode operasi pasif 360˚ menunjukkan bahwa dengan rute yang statis dan terukur, pengalaman memaknai ruang daring bercerita bisa tercapai, meskipun tidak memberikan pemahaman akan batas ruang yang baru. Sebaliknya dengan mode operasi manual aktif, dengan kebebasan rute yang dipilih dan diciptakan sendiri, pengunjung mampu menciptakan batas dan pemaknaan ruang baru yang berbeda. Dari kedua mode operasi ini, tanda (landmark) berupa titik kode optik hadir melampaui objek fisiknya sebagai bagian dari navigasi dalam ruang maya.     The pandemic condition that limits human movement over space has consequences that humans lose their meaning and sense of the presence of physical space, otherwise, it provides opportunities to interpret space differently. The installation Kisah Antah-berantah by Citra Sasmita, which was held during a pandemic and initiated by the Ruang Seni Anak Komisi UOB Museum MACAN, Jakarta tells the story of mythological fables for children inspired by kamasan paintings and Tantri folklore characters in Bali, Indonesia. Implementing web-based augmented reality technology, this installation has an equal collaboration of art objects and physical space which can be enjoyed virtually and in a real-time exhibition mode. Kisah Antah-berantah investigates ideas on the involvement of routes, tours, and how to define boundaries in architecture and virtual space. The "experiencing space" will be explained in 2 ways, namely passive 360˚ operation mode and manual active operation mode. The 360˚ passive mode of operation shows that with a static and measurable route, the visitor interprets the virtual space of storytelling completely, although it does not provide a new understanding of spatial boundaries. In manual active of operation mode, visitors potentially create new boundaries and different meanings of space, by creating their routes. In these two modes of operations, an optical code point is presented as a landmark, as an important part of navigation in virtual space.

scholarly journals Application of Augmented Reality Technology as a Condition for the Formation of Students’ Skills as Future Specialists

2021 ◽  
Vol 16 (1) ◽  
pp. 50-58
Author(s):  
Desnenko Svetlana I. ◽  
◽  
Fedotova Alena D. ◽  
Keyword(s):  
Augmented Reality ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Educational Process ◽  
State University ◽  
Advantages And Disadvantages ◽  
Digital Skills ◽  
Augmented Reality Technology ◽  
Educational Applications ◽  
Effective Use

In the article, based on the analysis of studies devoted to the application of augmented reality technologies in teaching university students, the authors highlight the advantages and disadvantages of using this technology in education. It is substantiated that the effective use of digital technologies, including augmented reality technologies, is possible if the specialist has digital literacy, which includes digital skills. The authors of the study substantiate the importance of the problem of using augmented reality technology as a condition for the formation of students’ digital skills as future specialists. The article examines and analyzes three groups of digital skills that make up digital literacy: main functional (basic) digital skills, general digital skills, specialized professional digital skills. An analysis of the curricula implemented at the Transbaikal State University in several areas of training is carried out to identify the possibilities of using augmented reality technology in teaching students as future specialists. Examples of the use of various types of educational applications of augmented reality in the educational process of higher education are given; the difficulties arising in this are analyzed. In conclusion, it is concluded that the problem stated in the article can be solved by implementing special training of future specialists for the formation of specialized professional digital skills. The authors of the article outline the ways of organizing such training and provide recommendations for its implementation. Keywords: digital technologies, augmented reality technology, digital skills, university student

Augmented Reality Environment (ARE) - Ground plans for fire brigade use in virtual space ARE - Feuerwehrpläneim virtuellen Raum

GIS Business ◽  
2016 ◽  
Vol 11 (5) ◽  
pp. 30-32
Author(s):  
Brack, P ◽  
Truthän, S
Keyword(s):  
Augmented Reality ◽  
Virtual Space ◽  
Fire Brigade

Augmented Reality Environment (ARE) - Ground plans for fire brigade use in virtual space ARE - Feuerwehrpläneim virtuellen Raum

Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions

2018 ◽  
Vol 51 ◽  
pp. 47-57
Author(s):  
Тетяна Грунтова ◽  
Юлія Єчкало ◽  
Андрій Стрюк ◽  
Андрій Пікільняк
Keyword(s):  
Augmented Reality ◽  
Educational Process ◽  
Educational Institutions ◽  
Training Process ◽  
Scientific Publications ◽  
Theoretical Substantiation ◽  
Research Goal ◽  
Augmented Reality Technology ◽  
Cognitive Activities

Hruntova T. V., Yechkalo YU. V., Stryuk A. M. and Pikilʹnyak A. V. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in thetraining process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotesdevelopment of research skills and a future specialist’s competent personality.

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