Virtual Reality in Education

2005 ◽  
pp. 358-367 ◽  
Author(s):  
Nicoletta Sala ◽  
Massimo Sala
Keyword(s):  
Virtual Reality ◽  
High Schools ◽  
Learning Styles ◽  
Primary Schools ◽  
Educational Tool ◽  
Multimedia Technologies ◽  
Education Field

This chapter introduces the technology of virtual reality as an educational tool. It argues that virtual reality, combined with multimedia technologies and in support of different learning styles, offers potential help in teaching environments. The authors describe different examples of applications of virtual reality in different kinds of schools (primary schools, high schools, and universities) and in different countries (USA, Italy, Morocco, Romania, and Switzerland). They hope that by understanding the characteristics of this technology and its use in the education field, teachers will be able to use virtual reality in future teaching endeavors.

Virtual Reality and Education

2018 ◽  
pp. 970-995
Author(s):  
Nicoletta Melida Sala
Keyword(s):  
Virtual Reality ◽  
Learning Styles ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Virtual Objects ◽  
Educational Environments ◽  
3D Virtual Worlds ◽  
Multimedia Technologies ◽  
Learning Paths ◽  
Application Fields

Virtual reality (VR) is a technology which combines hardware and software solutions. It permits to create three-dimensional (3D) virtual worlds and virtual objects. This chapter describes how VR technologies find positive application fields in educational environments. VR, combined with multimedia technologies and in support of different learning styles, offers potential help in teaching and in learning paths. This chapter shows a set of examples in the applications of VR at different age levels schools, and in different countries (USA, Italy, Morocco, Romania, and Switzerland). VR, and their applications, are also described here.

Virtual Reality and Education

2016 ◽  
pp. 1-25 ◽  
Author(s):  
Nicoletta Melida Sala
Keyword(s):  
Virtual Reality ◽  
Learning Styles ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Virtual Objects ◽  
Educational Environments ◽  
3D Virtual Worlds ◽  
Multimedia Technologies ◽  
Learning Paths ◽  
Application Fields

Virtual reality (VR) is a technology which combines hardware and software solutions. It permits to create three-dimensional (3D) virtual worlds and virtual objects. This chapter describes how VR technologies find positive application fields in educational environments. VR, combined with multimedia technologies and in support of different learning styles, offers potential help in teaching and in learning paths. This chapter shows a set of examples in the applications of VR at different age levels schools, and in different countries (USA, Italy, Morocco, Romania, and Switzerland). VR, and their applications, are also described here.

scholarly journals Virtual Reality Module Depicting Catheter-Associated Urinary Tract Infection as Educational Tool to Reduce Antibiotic Resistant Hospital-Acquired Bacterial Infections

2020 ◽  
Author(s):  
Yosra M Mekki ◽  
Mohamed M Mekki ◽  
Mohamed Hamammi ◽  
Susu Zughaier
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Antibiotic Resistance ◽  
Learning Outcomes ◽  
Health Care Providers ◽  
Resistant Bacteria ◽  
Educational Tool ◽  
Care Providers ◽  
Antibiotic Resistant ◽  
Hospital Acquired

Introduction: Virtual reality (VR) and augmented reality (AR) are used as simulation models in student-patient interactive medical education and shown to enhance learning outcomes. The rise in global burden of infectious diseases and antibiotic resistance world-wide prompt immediate action to combat this emerging threat. Catheter associated urinary infections (CAUTI) are the leading cause of hospital-acquired infections. The aim of this research is to develop a virtual reality (VR) based educational tool depicting the process of CAUTI caused by antibiotic resistant bacteria. The VR-CAUTI module is designed to provide insights to health care providers and community which help in reducing the burden of antibiotic resistant infections. Material and methods: The VRCAUTI module is designed using tools including Blender, Cinema4D and Unity to create a scientifically accurate first-person interactive movie. The users are launched inside a human bladder that needs to be drained. They can witness the insertion of a medical catheter into the bladder to drain the urine. Bacteria adhere to the catheter to establish colonization and infection. An interaction between antibiotic molecules and bacteria in the biofilm is observed later. After designing the 3D models, a highlight of the interaction between models, taken from the storyboard, is used to determine the necessary animation. Moreover, dialogue that facilitates the understanding of infections and antibiotic resistance is recorded. This is followed by the assembly of the module on Unity, and enrichments such as lights and orientation. Results and conclusion: This VRCAUTI module is the proof-of-concept for designing detailed VR based scientifically very accurate medical simulation that could be used in medical education to maximize learning outcomes. VR based modules that have the potential to transform and revolutionize learning experience and render medical education compatible with the IoT in the current 4th industrial revolution.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

Parents' Perceptions about the Role of Hearing in the Development of Language and Speech in Children

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Shukrije Baruti ◽  
Keyword(s):  
High Schools ◽  
Language Development ◽  
Primary Schools ◽  
Hearing Impairments ◽  
Development Of Language

The purpose of this research was to understand the perceptions of parents on the difficulties of children in language development and speech when they also have hearing impairments. The research focused on three cities in Kosovo, Gjilan, Prishtina and Prizren. Respondents of this research are 60 parents of children with hearing impairments, of the mentioned high schools. The questionnaire measured the opinions of parents regarding the topic we have for research, primary schools in the municipalities of Gjilan, Pristina and Prizren that are participants in this research. This questionnaire included 29 questions. In conclusion, it is understood that the lower the level of hearing in children, the lower is the development of language and speech in children, p <0.01, r = -531 **.

Students' Learning Styles and Learning Effects

2014 ◽  
pp. 197-235
Keyword(s):  
Data Mining ◽  
High Schools ◽  
Learning Styles ◽  
Learning Style ◽  
Negative Association ◽  
Survey Result ◽  
Learning Style Inventory ◽  
Open Source Data ◽  
Source Data ◽  
Exam Scores

This chapter introduces the concept of learning style and Memletics learning style inventory, and uses open-source data mining software WEKA to cluster the students of experiment classes in four high schools according to the values of seven dimensions in the Memletics learning style inventory that are calculated based on the survey result about their learning styles. The clustering result demonstrates that verbal and physical are always positively associated with exam scores, visual dimension usually has negative association with score exams; the association of learning style with exam scores remains almost static, and the high, medium, and low sum of dimension values of learning style corresponds to high schools in developed, developing, and undeveloped area in China, respectively. The findings are analyzed. The implication of learning style for intelligent instruction of English subject as a foreign language is suggested.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2011 ◽  
pp. 724-735
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Miloš Žefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2010 ◽  
pp. 219-231
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Milos Zefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

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