Challenges and Research in Virtual Worlds and Augmented Reality in the Educational Field

2021 ◽  
pp. 373-393
Author(s):  
Felipe Becker Nunes ◽  
Fabrício Herpich ◽  
Maria Angélica Figueiredo Oliveira ◽  
Kelly Hannel
Keyword(s):  
Augmented Reality ◽  
Virtual Worlds ◽  
New Technologies ◽  
Teaching Method ◽  
Academic Experiences ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Educational Field

New technologies and opportunities to modernize and make teaching more dynamic emerge, as well as to switch from the ordinary traditional teaching method to a different format, which makes the student the protagonist of the construction of his knowledge. It is precisely in this context that new forms of use of technology in the educational field emerge, among which are the virtual worlds (MV) and augmented reality (AR), which are the objects of analysis in this chapter. Taking the basic premises on these topics, this chapter aims to help the reader understand the process of development and application of virtual worlds and augmented reality in education in order to discuss the inherent difficulties, practicalities, advantages, challenges, and trends. Thus, this chapter aimed to present the reader with the importance of reflecting on this context, seeking to show how each of these technologies has been applied in the educational field, being based on reports of empirical and academic experiences of the authors and other researchers.

scholarly journals New approaches to customer experience: where disruptive technological innovation meets luxury fashion

2019 ◽  
Vol 13 (1) ◽  
pp. 740-758
Author(s):  
Jacqueline-Nathalie Harba
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Case Studies ◽  
New Technologies ◽  
Customer Experience ◽  
High Tech ◽  
Customer Expectations ◽  
New Approaches ◽  
Use Of Technology

Abstract Consumer behavior is shifting radically with the rise of e-commerce and new technologies. As a result, luxury retailers are forced to embrace a variety of technologies to keep their customers engaged. How do brands captivate shoppers and provide the customer experience that will satisfy their desires? Through dissemination of literature and case studies on examples from the industry, this paper presents a detailed discussion on the new approaches to customer experience in the luxury fashion industry, in the context of a modern economy that is highly shaped by disruptive technological innovations. The discussion includes two detailed case studies, focusing on two key themes that define contemporary customer expectations: the story – discussing customer’s desire to be immersed in the narratives behind catwalk collections, and the experience – discussing the use of technology to create a unique retail space through the use of online and mobile specific technologies. The first case study focuses on how new technologies provide brands with new opportunities to present their products through narratives. Using famous luxury retailers Dior, Givenchy and Prada as examples, the case study provides a detailed discussion on the use of virtual reality and augmented reality as tools that enable customers to project themselves into the story behind a catwalk show and become active characters in the narrative, through the use of technological devices. The second case study focuses on the importance of merging the online and the traditional brick-and-mortar store. “The Store of the Future”, by luxury retailer Farfetch is used as an example of how retailers make use of high-tech equipment, virtual reality and augmented reality not only to create a tech-powered interactive experience that will intrigue customers, but also to improve retail productivity by capturing customer data. The study adopts a qualitative research method to evaluate the validity of the concepts discussed in the Literature Review, using a sample of three in-depth interviews with industry experts, focusing on the use of technology to improve customer experience in physical retail spaces. Based on previously published research, it is estimated that the primary research will indicate that it is not the use of technology that drives the customer experience, but customer expectations that determine the adoption and adaptation of disruptive technologies to satisfy the shoppers’ requirements.

scholarly journals LA REALIDAD AUMENTADA COMO APOYO DIDÁCTICO EN EL APRENDIZAJE DEL DOBLAJE DE ALAMBRES EN LOS PROCEDIMIENTOS DE ORTODONCIA Y ORTOPEDIA

2015 ◽  
Vol 6 (1) ◽  
pp. 45
Author(s):  
Jairo Augusto Cortes Mendez ◽  
Maria Alejandra Gonzalez B ◽  
Jaime Alberto Paez Paez ◽  
Adiela Ruiz
Keyword(s):  
Augmented Reality ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Information And Communications Technology ◽  
Traditional Teaching ◽  
Orthodontic Wires ◽  
Dental Procedures ◽  
Educational Processes ◽  
Teaching Content ◽  
Teaching Learning

Las Tecnologías de la Información y la Comunicación (TIC) enriquecen el proceso enseñanza-aprendizaje; el uso de los ambientes en Realidad Aumentada como apoyo a los procedimientos odontológicos, a través de la utilización de procesos educativos en la preclínica de ortodoncia, surge como alternativa para mejorar la práctica de los estudiantes en diferentes rutinas. El objetivo general de la investigación fue diseñar, implementar y evaluar una aplicación de la Realidad Aumentada como apoyo a los procedimientos odontológicos. La investigación se realizó en tres fases. Al aplicar la estrategia didáctica propuesta se buscaba determinar si esta es una herramienta más eficaz que el método de enseñanza tradicional para la enseñanza de los contenidos relacionados con doblaje de alambres en ortodoncia. El resultado de la investigación fue una aplicación en ambiente de Realidad Aumentada como apoyo a los procedimientos odontológicos, por medio de la utilización de procesos educativos en la preclínica de ortodoncia.Augmented Reality as a Didactic Support in the Learning of Dubbing of Wires in Orthodontic and Orthopedic ProceduresAbstractThe information and communications technology (ICT) enrich the teaching-learning process; the use of augmented reality environments to support dental procedures through the use of educational processes in preclinical orthodontic emerges as an alternative to improve the practice of students in different routines. The overall objective of the research was to design, implement and evaluate an application of Augmented Reality to support dental procedures. The research was conducted in three phases. By applying the teaching strategy proposal sought to determine if this is one that the traditional teaching method for teaching content related to orthodontic wires dubbing most effective tool. The result of the research was an application in Augmented Reality environment to support dental procedures, through the use of educational processes in pre-clinical orthodontics.Keywords: Instructional Design, Educational Technology, Virtual Environment

scholarly journals Behavioural Intention Determinants of Augmented Reality Technology Adoption in Supermarkets/Hypermarkets

2022 ◽  
Vol 14 (1) ◽  
pp. 1-22
Author(s):  
Ivan Jajić ◽  
Mario Spremić ◽  
Ivan Miloloža
Keyword(s):  
Augmented Reality ◽  
New Technologies ◽  
Student Population ◽  
Behavioural Intention ◽  
Research Results ◽  
Use Of Technology ◽  
Potential Development ◽  
Significant Performance ◽  
Augmented Reality Technology ◽  
Academic Implications

In this paper, the adoption of Augmented Reality, as one of the emerging and intriguing digital technologies, has been investigated. This research uses the extended Unified Theory on Acceptance and Use of Technology framework to analyze these factors. The student population respondents' data about Augmented Reality adoption was collected. The student population has been chosen due to the highest probability of accepting new technologies. The research results show a positive and significant performance expectancy and enjoyment, while effort expectancy showed a negative and significant impact on the behavioural intention dependent variable. These research results can be used for the potential development of Augmented Reality apps in the retail industry and the academic implications of the connections between variables in the UTAUT framework.

scholarly journals Effects of Blended Learning on Motivating Secondary Students to Learn English Language: A Pilot Study

2021 ◽  
Vol 3 (2) ◽  
pp. 23-29
Author(s):  
Hamizatul Hamiza Zainon ◽  
Hamidah Yamat
Keyword(s):  
Pilot Study ◽  
Blended Learning ◽  
Secondary Students ◽  
English Language ◽  
Teaching Method ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Before And After ◽  
Level Of Motivation

Blended learning is a combination of traditional teaching method and the use of technology to provide a more organized learning approach in which it gives students extra control over the time, situation and ways of learning. This study investigates the effects of blended learning on motivating secondary level of students to learn English language. A pilot study was conducted. The sample consists of sixty secondary levels of students in a particular school in Shah Alam district, Selangor, Malaysia. The pre and posttest were used to test students’ achievement and the survey adapted from Gardner’s Attitude/Motivation Test Battery was implied to determine students’ motivation level before and after the use of blended learning. The analysis through paired-sample t-test revealed that, there was improvement on the level of motivation of the students and there were significant differences on student’s achievement whereas they performed better after the use of blended learning. The use of blended learning has a positive impact in individual professional development and instead of measuring the effect of blended learning towards student’s achievement; attitude or motivation to learn a language, further studies should also measure the other impact of blended learning itself especially in education.

Augmented Reality-Based Training Systems for Teaching Health and Safety Procedures in Construction

2019 ◽  
pp. 216-237 ◽  
Author(s):  
Inma García-Pereira ◽  
Cristina Portalés ◽  
Sergio Casas ◽  
María Vidal-González ◽  
Jesús Gimeno
Keyword(s):  
Augmented Reality ◽  
New Technologies ◽  
Health And Safety ◽  
Physical Work ◽  
Traditional Teaching ◽  
Construction Sector ◽  
The Real ◽  
Training Systems ◽  
Traditional Teaching Methods ◽  
Safety Procedures

Traditional teaching methods are not always efficient, especially in areas where the concepts to teach relate to physical work that must be done outside the classroom. This is the case of the construction sector, where the teaching of safety procedures is crucial to reduce the number of accidents, but traditional methods fail to highlight the importance of these procedures. The use of computer simulation through new technologies such as augmented reality (AR) can engage more students in order to better understand the concepts. In addition, they can visualize virtual elements superimposed on the real world to simulate the real situations they will later face in construction. This chapter deals with the simulation, by means of AR technology, of teaching procedures in the construction sector. It presents ARFAT, an application for mobile devices that makes use of AR to teach health and safety procedures about three elements: formwork, scaffolds, and falsework.

scholarly journals Analysis of cognitive states in response to stimuli from augmented reality applications for teaching physics

2021 ◽  
Vol 2102 (1) ◽  
pp. 012004
Author(s):  
M Rojas-Contreras ◽  
C A Peña-Cortés ◽  
L A Moreno-Cuevas
Keyword(s):  
Augmented Reality ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Physics Teaching ◽  
Brain Waves ◽  
Cognitive States ◽  
Augmented Reality Application ◽  
Measurement Concept ◽  
Teaching Physics ◽  
The Brain

Abstract The scope of this article is to analyze the behavior of children’s brain waves in response to interaction with an augmented reality application that aims to support the concept of measurement in physics teaching. In particular, the analysis of brain waves is carried out through a brain-computer interface that measures 6 cognitive states such as engagement, interest, stress, focus, excitation, and relaxation. The method used to perform the analysis is carried out by means of electroencephalography, which is an electrophysiological process to record the electrical activity of the brain, and which is captured by means of sensors located on the scalp. Once the signals are captured, they are amplified, digitized, and stored in a computer for processing and analysis. Initially, electrical signals are recorded in response to a measurement stimulus with traditional methods and later with an augmented reality application stimulus. Among the most relevant findings, it was possible to establish that interest and commitment increase in response to the teaching method supported with an augmented reality application for the measurement concept with respect to the traditional teaching method. The use of vision technologies in teaching the concept of measurement improves cognitive states of interest, commitment and reduces the level of stress.

scholarly journals Nurses and the acceptance of innovations in technology-intensive contexts: the need for tailored management strategies

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Chiara Barchielli ◽  
Cristina Marullo ◽  
Manila Bonciani ◽  
Milena Vainieri
Keyword(s):  
Social Influence ◽  
Ad Hoc ◽  
New Technologies ◽  
Management Strategies ◽  
Technological Innovations ◽  
Utaut Model ◽  
Use Of Technology ◽  
The Social ◽  
Depth Analysis ◽  
Facilitating Conditions

Abstract Background Several technological innovations have been introduced in healthcare over the years, and their implementation proved crucial in addressing challenges of modern health. Healthcare workers have frequently been called upon to become familiar with technological innovations that pervade every aspect of their profession, changing their working schedule, habits, and daily actions. Purpose An in-depth analysis of the paths towards the acceptance and use of technology may facilitate the crafting and adoption of specific personnel policies taking into consideration definite levers, which appear to be different in relation to the age of nurses. Approach The strength of this study is the application of UTAUT model to analyse the acceptance of innovations by nurses in technology-intensive healthcare contexts. Multidimensional Item Response Theory is applied to identify the main dimensions characterizing the UTAUT model. Paths are tested through two stage regression models and validated using a SEM covariance analysis. Results The age is a moderator for the social influence: social influence, or peer opinion, matters more for young nurse. Conclusion The use of MIRT to identify the most important items for each construct of UTAUT model and an in-depth path analysis helps to identify which factors should be considered a leverage to foster nurses’ acceptance and intention to use new technologies (o technology-intensive devices). Practical implications Young nurses may benefit from the structuring of shifts with the most passionate colleagues (thus exploiting the social influence), the participation in ad hoc training courses (thus exploiting the facilitating conditions), while other nurses could benefit from policies that rely on the stressing of the perception of their expectations or the downsizing of their expectancy of the effort in using new technologies.

Mental Retardation and Learning Integrating Skills

2012 ◽  
Vol 3 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Annamaria Murdaca ◽  
Francesca Cuzzocrea ◽  
Patrizia Oliva ◽  
Rosalba Larcan
Keyword(s):  
Mental Retardation ◽  
Social Life ◽  
New Technologies ◽  
Teaching Method ◽  
Cognitive Styles ◽  
Self Esteem ◽  
Assistive Technologies ◽  
Precision Teaching ◽  
Training Phase ◽  
Disabled Patients

Studies have highlighted the importance of using new technologies during the planning of educational and didactic paths to develop skills and functions in disabled patients (Bruschi, 2001). Assistive technologies represent real opportunities of e-participation to social life (Calvani, 2011; Chiappetta Caiola, 2009), which also works as scaffolding to promote developing processes (Cooke & Husey, 2002). The authors’ contribution examines the importance of technologies in supporting subjects with mental retardation. It shows the usability of many inputs that offer disabled patients the possibility to exercise cognitive styles, their own characteristics and their own autonomies to increase motivation and self esteem. The aims of this research are a) verify the effectiveness of didactic software based on Precision Teaching method; b) verify gender differences. For this study 40 children have been selected (20 boys and 20 girls) with and without mental retardation. The research consisted of 3 phases: pre-training phase, training phase and post-training phase. Results show learning improvements in each group; in spite of students’ difficulties, the use of Precision Teaching has reduced significantly the initial cognitive gap, which refers to the number of correct responses (accuracy) and to time of response (fluency) relative to the learning of how to use money.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

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