scholarly journals A Review of Virtual Reality Applications in an Educational Domain

2021 ◽  
Vol 15 (22) ◽  
pp. 99
Author(s):  
Ghaliya Al Farsi ◽  
Azmi Bin Mohd. Yusof ◽  
Awanis Romli ◽  
Ragad M Tawafak ◽  
Sohail Iqbal Malik ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Learning Process ◽  
Significant Contribution ◽  
Technology Development ◽  
Ease Of Use ◽  
Educational Institutions ◽  
Comprehensive Overview ◽  
Educational Domain ◽  
Use Efficiency

The use of virtual reality (VR) applications has grown tremendously in recent years. This paper focuses on the review of existing virtual reality applications in higher educational institutions. The VR applications are still not widely used although it helps students in their learning process and enhances their performance. Moreover, some factors which lead to the limited use of virtual reality are lack of communication, delay in technology development, and weak acquisition of knowledge etc. This paper provides a comprehensive overview of virtual reality applications in educational institutions. The reviewed articles are taken from databases such as Science Direct, Ebscohost, and Scopus. Furthermore, the reviewed eighteen articles are published between 2016 and 2021. The study analyzed the reviewed articles based on different factors such as fields, purpose, targets, methods, citations, factors and limitations. The findings revealed that virtual reality applications can play an important role in the education domain. The reviewed articles highlighted the significant contribution of virtual reality applications in the education domain and their impact on the students' performance. Moreover, the study revealed the important factors used in VR environments such as ease of use, efficiency, interactive environments, effectiveness, and learning environments.

scholarly journals The Technological Obsolescence of Virtual Reality Learning Environments

2020 ◽  
Vol 10 (3) ◽  
pp. 915 ◽  
Author(s):  
Diego Vergara ◽  
Jamil Extremera ◽  
Manuel Pablo Rubio ◽  
Lilian P. Dávila
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Research Work ◽  
Point Of View ◽  
Ease Of Use ◽  
Modern Development ◽  
Past Half Century ◽  
Academic Courses ◽  
Survey Results ◽  
Technological Obsolescence

The concept of technological obsolescence that affects computer programs is a readily observable phenomenon that has been widely studied over the past half century. The so-called virtual reality learning environments (VRLEs) which are used to support university classes are significantly affected by this technological obsolescence, decreasing their formative effectiveness as the obsolescence process advances. In this study, the technological obsolescence of two VRLEs is analyzed by means of an empirical research based on survey results (N = 135) after using the VRLEs in engineering classes. Several key performance indicators (KPIs) were analyzed during seven academic courses, including motivation, interactivity, ease of use and usefulness. Since both VRLEs were updated during this research work, the influence of these improvements is discussed in detail from a technological obsolescence point of view. Results suggest that the technological obsolescence negatively affects the students’ opinion regarding motivation and interactivity, but the other KPIs (ease of use and usefulness) are hardly affected. In contrast, results indicate that the technological obsolescence can be reversed if periodic updates of educational tools are carried out using modern development software.

Technology-Enabled Learning Environments

2016 ◽  
pp. 545-559
Author(s):  
Amir Manzoor
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Educational Institutions ◽  
Complex Phenomenon ◽  
Time And Space ◽  
Educational Environments ◽  
Quality Learning

In today's learning environments, students are encouraged to take a lead in controlling and managing their learning. In their process of learning, students are increasingly become independent of time and space. This changed students learning process has resulted in development of various tools, techniques, and strategies to facilitate the new ways of students learning. At the same times, faculty is challenged not only to master various teaching strategies but also to become proficient in the use of constantly evolving technology to support their teaching strategies. This interaction of technology, teaching, and learning is a complex phenomenon. This chapter explores state-of-the-art of today's technology-enabled educational environments to help educational institutions enhance existing quality learning environments and create new ones.

Formative Evaluation and Preliminary Findings of a Virtual Reality Telerehabilitation System for the Lower Extremity

2005 ◽  
Vol 14 (2) ◽  
pp. 198-213 ◽  
Author(s):  
Judith A. Deutsch ◽  
Jeffrey A. Lewis ◽  
Elizabeth Whitworth ◽  
Rares Boian ◽  
Grigore Burdea ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Interface Design ◽  
Formative Evaluation ◽  
New Technologies ◽  
Technology Development ◽  
User Interaction ◽  
Ease Of Use ◽  
Design Changes ◽  
Rehabilitation Technology ◽  
Rehabilitation System

Usability studies are an essential and iterative component of technology development and ease its transfer from the laboratory to the clinic. Although such studies are standard methodology in today's graphical user-interface applications, it is not clear that current methods apply to new technologies such as virtual reality. Thus experimentation is needed to examine what existing methods can be viably transferred to the new user-interaction situations. In this paper, 5 integrated interfaces with 3 simultaneous users are evaluated via a set of usability studies, which adapt traditional methods for assessing the ease of use of the interface design. A single expert domain user was run in an intensive study that examined the therapist manual and interfaces of the Rutgers Ankle Rehabilitation System (RARS). The interface and manual were extensively modified based on this evaluation. A second study involving 5 therapists was then conducted to evaluate the telerehabilitation component of the RARS system. In both studies, the tester and developer's observations, along with the session videotapes and therapist-user questionnaires, were triangulated to identify user problems and suggest design changes expected to increase the usability of the system. Changes that resulted from the analysis with the domain expert are described and recommendations for how to conduct usability studies in such multiuser remote virtual reality situations are proposed. Results from the pilot usability telemonitoring studies are also presented. The validity of usability studies in the development and refinement of rehabilitation technology is highlighted.

A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning

1999 ◽  
Vol 8 (3) ◽  
pp. 293-316 ◽  
Author(s):  
Marilyn C. Salzman ◽  
Chris Dede ◽  
R. Bowen Loftin ◽  
Jim Chen
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Conceptual Learning ◽  
Individual Characteristics ◽  
Complex Nature ◽  
Immersive Virtual Reality ◽  
Abstract Concepts

Designers and evaluators of immersive virtual reality systems have many ideas concerning how virtual reality can facilitate learning. However, we have little information concerning which of virtual reality's features provide the most leverage for enhancing understanding or how to customize those affordances for different learning environments. In part, this reflects the truly complex nature of learning. Features of a learning environment do not act in isolation; other factors such as the concepts or skills to be learned, individual characteristics, the learning experience, and the interaction experience all play a role in shaping the learning process and its outcomes. Through Project Science Space, we have been trying to identify, use, and evaluate immersive virtual reality's affordances as a means to facilitate the mastery of complex, abstract concepts. In doing so, we are beginning to understand the interplay between virtual reality's features and other important factors in shaping the learning process and learning outcomes for this type of material. In this paper, we present a general model that describes how we think these factors work together and discuss some of the lessons we are learning about virtual reality's affordances in the context of this model for complex conceptual learning.

scholarly journals Design of learning media for the solar system lesson using animation and virtual reality

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Daniel Raditya Donny Eryanto ◽  
Jasson Prestiliano
Keyword(s):  
Virtual Reality ◽  
Elementary Schools ◽  
Solar System ◽  
Real Time ◽  
Learning Process ◽  
Technology Development ◽  
Time Interaction ◽  
Teaching Aids ◽  
Multimedia Technologies ◽  
The Media

The solar system is an astronomy subject which is taught in Elementary Schools, particularly in Grade 6. This subject requires the teachers to teach creatively because the lecturing method in teaching is too common. Besides, in learning this topic, the media is highly needed to help students understand and comprehend the materials given. The media used in the current learning process is considered not sufficient because of the limited teaching aids and learning media. Therefore, based on the technology development, there are many multimedia technologies. One of them is VR which provides real-time interaction to what is displayed in the application. Hence, a design of learning media for the solar system lesson using animation and virtual reality was developed. This study aims to help students who are studying this lesson to have a better understanding of the lesson since they can interact directly with what they are learning.

scholarly journals TOWARDS WEBCAM-BASED FACE DIRECTION TRACKING TO DETECT LEARNERS' ATTENTION WITHIN ASYNCHRONOUS E-LEARNING ENVIRONMENT

2021 ◽  
Vol XLVI-4/W5-2021 ◽  
pp. 445-449
Author(s):  
N. T. A. Ramaha ◽  
İ. R. Karaş ◽  
E. Gül ◽  
M. R. Bozkurt ◽  
R. Yayvan
Keyword(s):  
Computer Vision ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Process ◽  
Motivational Factors ◽  
Suggested Method ◽  
Educational Institutions ◽  
E Learning

Abstract. Recently, as a consequence of COVID-19 pandemic, the delivery of education at most of the educational institutions depended mainly on e-learning. So, the researchers give more attention for both synchronous and asynchronous e-learning. Although from an economical perspective, asynchronous e-learning seems to be the best e-learning option for institutions, still one of the biggest challenges is how to keep learners motivated for the entire learning process. One of important motivational factors that drives the success of the learning process is the learner attention. Therefore, to retain the learners' attention during the asynchronous e-learning process, we need first to detect their loss of attention. Accordingly, more studies started to focus on detecting learners’ attention. However, those studies can't be widely used for attention detection within asynchronous e-learning environments, as the used approaches tend to be inaccurate, and complex for the design and maintain. In contrast, in this study, we explore the possibility to find a simple way that can be widely used to detect learners' attention within the asynchronous e-learning environments. Therefore, we used webcams which are available in almost every laptop, and computer vision tools to detect learners' attention by tracking their faces. Thereafter, we evaluated the accuracy of our suggested method, the result of this evaluation showed that our method is efficient.

scholarly journals Students’ attitude to learning using virtual reality programs

2021 ◽  
Vol 2 (119) ◽  
pp. 112-119
Author(s):  
Marina D. Piskunova ◽  
◽  
Pavel A. Pobokin ◽  
Keyword(s):  
Virtual Reality ◽  
Empirical Study ◽  
University Students ◽  
Virtual Environment ◽  
Learning Process ◽  
Educational Institution ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Review Of Literature

This article presents an empirical study of the interest of higher educational institution students in supplementing educational activities with virtual reality technologies. The article substantiates the relevance of using VR technologies in teaching University students. The purpose of the study is to determine the feasibility of using virtual reality technologies in the learning process. The review of literature sources devoted to virtual reality and its application in the educational sphere, including the training of highly specialized professionals. Specific examples of the use of virtual reality technologies in the educational process are presented. Classifications of virtual reality technologies are given depending on the necessary means to enter the virtual environment, as well as on the type of virtual reality technologyVR, depending on the degree of user immersion. The possibility and feasibility of using each type of virtual reality in the educational process in modern educational institutions is evaluated. The empirical part of the research is devoted to conducting a survey of University students on their awareness of VR, interest in learning through the use of VR technologies, satisfaction with virtual reality technologies already introduced into the educational process if they have experience, and preferences in the way VR is used in training. The main empirical results of the study are presented in the form of tables based on the results of a survey among students. The results of the research can be used in pedagogy when developing new educational programs, when making decisions about the introduction of innovative technologies in the educational process, when improving the skills of teachers as a theoretical material that introduces the concept of virtual reality and the prospects for its use in education.

scholarly journals Evaluation of Academic Experience in Learning Education over Simulators Softwares

2018 ◽  
Vol 5 (2) ◽  
pp. 23-40 ◽  
Author(s):  
Carlos Alexandre Gouvea da Silva ◽  
Edson Leonardo dos Santos ◽  
Douglas Antonio Firmino Pelacini
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Academic Experience ◽  
Computational Tools ◽  
Planning Effort ◽  
Hands On ◽  
Virtual Teaching

This article presents an overview of simulated education through computational tools. In recent years, educational institutions have been working even harder in the application of virtual teaching and learning environments, which are available to different undergraduate and technical courses. During the learning process, the student is invited to try out some forms of different subjects and learning contents. The use of technologies gained a great deal of space in these institutions in order to allow students to experiment different theories in practical settings. Simulators allow students to conduct hands-on experiments without the need for real environments, which consequently generates costs and also a planning effort. This paper presents a study of the application of software simulators in different technological courses. After the application of the simulators, the students were invited to answer a Quiz in order to understand the effectiveness of the use of the simulators in the learning of each one. Results show that students considered the use of simulators to be advantageous and important, but it is still not enough to suppress the use of practical classes in real environments.

scholarly journals Students' expectations of the learning process in virtual reality and simulation-based learning environments

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Tuulikki Keskitalo
Keyword(s):  
Applied Sciences ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environments ◽  
Learning Process ◽  
First Year ◽  
High Expectations ◽  
Healthcare Students ◽  
Simulation Based ◽  
Universities Of Applied Sciences

<span>Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and learning in such environments. In addition, it measures students' expectations of instructors, their academic self-perception, and atmosphere, as well as whether there are differences between the expectations of adult and young students. Data was collected through a questionnaire from two different universities of applied sciences in Finland in spring 2009, and analysed using statistical and qualitative methods. Overall, students have quite high expectations of the activities that take place in VR and SBLEs. Adult learners in particular seem to have high expectations compared to younger students.</span>

Inspiration Space

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Educational Institutions ◽  
Expert Interviews ◽  
Learning Spaces ◽  
Causal Graph ◽  
Physical Environments ◽  
Creative Learning ◽  
Design Students

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.

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