scholarly journals Virtual Reality-Based Education (VRBE): Understanding Students’ Readiness and Expectancies

2020 ◽  
Vol 9 (3) ◽  
pp. 172-176
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Affective Domain ◽  
Law Students ◽  
Willingness To Accept ◽  
Technological Readiness ◽  
Technology Students ◽  
Traditional Lectures

Driven by the rapid advancement in the field of Science and Technology, students regardless of areas and programmes are now exposed to a variety of immersive technologies. Therefore, it has become a challenge for educators in designing a meaningful learning experience. The use of such technologies has led to the emergence of new approaches in a learning experience, namely one that involves Virtual Reality (VR) and Augmented Reality (AR). Thus, understanding students’ readiness and expectancies is very important in leveraging the use of these technologies in teaching and learning. This study was conducted with the aim of addressing 2 objectives which are to identify the level of readiness of law students at the Faculty of Law, UKM in using VR in their learning; and, to identify the students’ expectancies when using VR in learning. Questionnaires were used to obtain data that were intended to measure the student’s readiness and expectancies. The findings showed that most of the students at the Faculty of Law have the technological readiness to use VR in their learning in law classrooms. However, some considerations need to be taken especially the availability of devices which does not ensure the existence of total willingness to accept something as new as using VR in a law class. As a conclusion, the findings of this study have brought into attention that VR technology can be used in law classrooms despite its discipline which has always been traditional (lectures and tutorials) and conventional (numerous readings, note-takings, and listening). However, the preparation of students’ affective domain is crucial especially in providing them with the strategies to learn with the help of VR technology.

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.

DEVELOP TO TEACHING APPROACH 3D PRIMITIVES WITH VIRTUAL REALITY

2020 ◽  
Vol 5 (3) ◽  
pp. 32-38
Author(s):  
Fakhriddin Nuraliev ◽  
◽  
Ulugbek Giyosov
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Teaching Approach

Since the last few decades, virtual reality (VR) and augmented reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both. Conservative techniques of content presentation (fixed video, audio, scripts) lack personalization and interaction.

scholarly journals USE OF SMARTPHONE AND VIRTUAL REALITY AND AUGMENTED REALITY GLASSES IN MATHEMATICS CLASSES

2021 ◽  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Dynamic Visualization ◽  
Exploratory Research ◽  
Mathematical Concepts ◽  
Information And Communication ◽  
Research Findings ◽  
Object Of Study

The present work presents a research carried out with 6th and 7th grade students of Elementary School II at Escola Municipal Mon. Walfredo Gurgel Alto do Rodrigues/RN, aiming to encourage the use of materials such as Ruler and Square in Mathematics classes and to know your opinion about the use of Augmented Reality and Virtual Reality glasses. This aimed at a reflective analysis of how the inclusion of technologies in education can enhance learning when the use of multimedia resources that help in understanding mathematical concepts or that enable a dynamic visualization of the object of study are encouraged. She seeks to know what the contribution of this device to the teaching and learning process of Mathematics. Methodologically, the work is characterized as an exploratory research of qualitative and quantitative nature, with a bias towards a case study, with data collected through a semi-structured questionnaire with 102 students. We can count on an interdisciplinary planning to present the programmed contents with more meaning. The results were analyzed based on the research instruments and the testimonies of the students, in addition to a brief study on information and communication technologies applied to learning. Thus, the data are organized in graphs where the research findings are expressed.

Ubiquitous, Wearable, Mobile

2018 ◽  
pp. 286-307
Author(s):  
Sebastiano Nucera ◽  
Gennaro Tartarisco ◽  
Aldo Epasto ◽  
Donatello Smeriglio ◽  
Alessandro Mazzeo ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Learning Approaches ◽  
Specific Knowledge ◽  
Wearable Technologies ◽  
New Learning ◽  
Virtual And Augmented Reality ◽  
Level Of Analysis

Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.

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.

The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

2018 ◽  
pp. 1660-1678
Author(s):  
Giuliana Guazzaroni
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Experience ◽  
Mobile Augmented Reality ◽  
School Class ◽  
Study Material ◽  
High School Class ◽  
Opportunities For Learning ◽  
New Challenges ◽  
The Impact

Mobile augmented reality offers important opportunities for learning. Moreover, it may represent new challenges for teachers and researchers. Implementing an augmented reality (AR) or a virtual reality (VR) learning experience involves the exploration of unusual pedagogical and technological boundaries. According to recent studies, it would be more productive to consider the augmented reality as a concept rather than an educational technology (Guazzaroni, 2015; Wu et al., 2013). This chapter is devoted to analyze a high school class of 23 students invited to use AR and VR tools to create their own study material. They are about 16-year-old attending Istituto Tecnico Tecnologico “Eustachio Divini” in San Severino Marche, Italy. The basic idea of the trial is to create a short printed document augmented with the technologies of AR and VR. The experience is evaluated using tests and direct observation. The aim is to observe the impact of augmented mobile learning and to demonstrate that AR and VR study material may represent a new communication object adequate to teach future students.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

2017 ◽  
pp. 77-94 ◽  
Author(s):  
Giuliana Guazzaroni
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Experience ◽  
Mobile Augmented Reality ◽  
School Class ◽  
Study Material ◽  
High School Class ◽  
Opportunities For Learning ◽  
New Challenges ◽  
The Impact

Mobile augmented reality offers important opportunities for learning. Moreover, it may represent new challenges for teachers and researchers. Implementing an augmented reality (AR) or a virtual reality (VR) learning experience involves the exploration of unusual pedagogical and technological boundaries. According to recent studies, it would be more productive to consider the augmented reality as a concept rather than an educational technology (Guazzaroni, 2015; Wu et al., 2013). This chapter is devoted to analyze a high school class of 23 students invited to use AR and VR tools to create their own study material. They are about 16-year-old attending Istituto Tecnico Tecnologico “Eustachio Divini” in San Severino Marche, Italy. The basic idea of the trial is to create a short printed document augmented with the technologies of AR and VR. The experience is evaluated using tests and direct observation. The aim is to observe the impact of augmented mobile learning and to demonstrate that AR and VR study material may represent a new communication object adequate to teach future students.

Learning Law Using Augmented Reality and Neuro-Linguistic Programming

2020 ◽  
pp. 259-278
Author(s):  
Puteri Sofia Amirnuddin ◽  
Jason J. Turner
Keyword(s):  
Augmented Reality ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Law Students ◽  
First Year ◽  
Digital Learning ◽  
Skills Gap ◽  
Human Element ◽  
Legal Studies

In the era of the Fourth Industrial Revolution (4 IR), there are various legal tasks that are becoming increasingly automated, and hence, it is no longer sufficient for law students to only know the law. Today's law graduates have to be equipped with skills that can future-proof their careers from automation; hence, the onus is on education providers to embed those skills in the curriculum. In an attempt to address the identified skills gap and better enable graduate work readiness, augmented reality (AR) and neuro-linguistic programming (NLP) have been introduced into a law module at Taylor's University to encourage first-year law students to learn law using AR and utilise NLP techniques to deliver a human element through digital learning. Through the interpretation of students' feedback from a module survey, this chapter aims to understand student learning experience on the role of AR and NLP in facilitating and enhancing their legal studies and preparing the graduate more effectively for the workplace.

Low-End XR Practices for Libraries

2021 ◽  
pp. 88-102
Author(s):  
Plamen Miltenoff ◽  
Kate Borowske
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Application Process ◽  
Immersive Learning

This chapter presents and discusses a review and comparison of low-end 360-degree and extended reality (XR) practices. The goal of the chapter is to assist both technologically and organizationally with the ubiquitous acceptance of these two technologies as part of the move toward immersive teaching and learning. The chapter shares an overview of rather fluctuant terminology: 360-degree videos and images, virtual reality, augmented reality, mixed reality, extended reality, immersive teaching, and immersive learning. Fostering and accepting a standardized and understandable terminology is an important part of the application process of these technologies to enable immersive teaching and learning. Furthermore, this chapter will argue the importance of a low-end approach toward immersive teaching and learning due to constraints of various characters and as a part of the scalable construct of immersive teaching and learning in academic libraries and respectively on campus.

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