Virtual reality applications in education: a developing country perspective

Virtual Reality Applications in Education: A developing country perspective

Virtual reality is the system in which users feel that they are in a virtual world with various equipment and the users interact with this world. With this feature, virtual reality is very useful for many fields of activity, as well as education. Virtual reality applications in education enable students to gain experiences that are dangerous or impossible for them to acquire in real life and learn by doing and living. For this reason, virtual reality is an important innovation for future educational environments. The population of this study is composed of teachers in private schools in Iraq in the 2017-2018 academic year. One hundred thirty teachers participated in the online questionnaire, 101 of which were considered valid. The sample consisted of 101 teachers who completed the questionnaire. Based on the findings, the results of the research were stated, and recommendations were developed. As a result of the research, we realized that the vast majority of teachers think that virtual reality is interesting, encourages students to be active, is suitable for students with schematic and visual thinking style, provides students with a general idea about the subject, facilitates the implementation of information, makes it easier to learn, and it provides a quick review of the course they have studied. They also think it requires concentration.

Virtual reality applications in education are becoming more and more frequent. Empirical, data-based insights in the mechanisms and impacts of VR trainings are still sparse, however. With this quasi-experimental investigation, we compare the effects of a VR training game with a conventional face-to-face presence workshop in the field of vocational training. The training domain is awareness and customer interaction training for bank clerks. The results show that the VR solutions excelled the expectations of participants and the learning motivation was significantly higher as opposed to the conventional training. In the perceived effectiveness, the VR conditions achieved equal results than face-to-face workshops. The results provide evidence that VR solutions are an appropriate approach for vocational training.

This study describes the process of developing an attitude scale to determine middle school students' attitudes towards educational virtual reality applications. The process started with writing the testing items of the scale by conducting a literature review, and then continued with a semi-structured interview with six students. Scale development study consists of two steps. The sample in the first step of the study consisted of 850 middle school students who watched videos about educational virtual reality applications and had previous experience of using virtual reality applications. As a result of the analysis, a single factor structure consisting of 18 items emerged and this structure explains 54.96% of the variance. The Cronbach Alpha coefficient is 0.95 after EFA; It was found to be 0.94 after CFA. The sample of the second step of the study consists of 26 6th grade students who have experienced educational virtual reality applications individually. Descriptive statistical methods were used in the analysis of the data obtained from this group and the Cronbach alpha reliability coefficient was calculated to measure the reliability. Scale scores of more than half of these students are above the average. The Cronbach Alpha coefficient is also 0.90. The analysis results show that the compliance statistics of the eighteen-item attitude scale are at a good level; it shows that the scale is a reliable and valid measurement tool that can be used to determine students' attitudes towards educational virtual reality applications.

In recent years, the application of virtual reality (VR) technology has been witnessing explosive growth. In the field of education, VR provides the learning situations of "immersion", "interaction" and "imagination" for modern education. Its application in education brings a series of actions that optimize conventional teaching concept and methodology, as well as a new perspective for future cultivation of teachers' ability. Researchers of educational technology need to rationally understand the potentiality of the application of VR in education, carry out in-depth analysis of the current application of VR in education, and specifically reflect on the existing challenges from the perspective of education. This article gives an overview of the development of VR educational technology, and summarizes the characteristics and practices of this technology.

Augmented reality technologies undertake focus role which provide opportunity to harmonize the earthilyreality with virtual field and evaluate their integral elements.The very first examples of augmented realityapplications are viewers on the head,simulators,wearable tools,pocket PCs,desktop PCs and cameras whichare integrated externally but augmented reality applications have gain a great acceleration by developingtechnologies such as internet,becoming popular for the mobile devices and their mobile applicationsaccordingly and especially by the appearance of the smart wears and increase on their functions.Augmentedreality applications that are often used in defence,industry,medicine,trade and entertainment are now startedto be used in the education.Augmented reality applications achieve deep learning of the systems or objectswhich are hard to learn by attracting attention and cares of the students by providing their different viewsduring teaching and learning process.Also these applications supports students to use their creativity byexpanding their imagination.Especially if we consider today’s students are digital natives(Y and Z generation) who grow up in the multimedia world and inside the technology,it is a reality that augmented reality applications which have rich content in the learning-teaching environments can have a role that increase themotivations of the students instead of a classic course book. In the light of these information, in this study theresearch and application samples of augmented reality which is now used widely in teaching and learningprocess the effect of augmented reality on teaching and learning is handled.Keywords: Augmented reality, augmented reality applications in education

One way to enhance students’ ability to visualize 3-D objects is to make their experience of the objects, while learning, as realistic as possible. However, in general, it is very difficult to clearly describe to students a 3-D object and the spatial relationship between the object components, without using a physical mockup. Physical mockups take a lot of time to construct, especially for more complex objects. As a result, graphics educators have started to use 3-D computer-aided design (CAD) tools to help students understand the spatial relationships between objects. However, CAD tools only allow students to examine 3-D models from outside flat computer monitors. In other words, the models and the viewers are in different realms. Using traditional CAD tools, students cannot view models with natural stereoscopic vision. Virtual reality (VR) is a computer technology of simulating or replicating a physical environment to give users a sense of being there, taking control, and physically interacting with the environment (Ausburn & Ausburn, 2004). VR technology breaks down barriers between humans and computers by immersing viewers in a computer-generated stereoscopic environment. With advances in hardware and software, most PC computers now have the capability to support VR use. Thus, VR has now become an affordable visualization tool that can be used in classrooms. As Ausburn and Ausburn (2004) indicated, there is a significant opportunity to expand and explore the use of VR in classrooms. Research suggests that VR is an effective tool that enhances learning in areas such as engineering (Sulbaran & Baker, 2000). In addition, VR engages the intellectual, social, and emotional processes of learners. The impact of VR is due to its ability to encourage interaction and ability to motivate learners (Winn et al., 1997). Salzman (1999) found that VR applications in education depends on VR features, class contents, students’ characteristics, and students’ prior experiences. The emphasis of engineering graphics education has been placed on design, problemsolving, presentation, and communication skills. Three dimensional spatial visualization ability is the core requirement for successfully developing those skills. The use of VR may also represent an effective strategy that supports the development of spatial skills. It is important to combine exposure to VR models with activities such as sketching or drawing as a means for developing a capacity for visual imagery and creativity (Deno, 1995; Devon et al., 1994; Sorby, 1999). Sorby (1999) explained that in most cases, graphics curricula begin with multi-view sketching/drawing and then move to pictorial sketching. However, this

The application of Virtual Reality (VR) in built environment education has wide-ranging potential to enhance experiential learning through simulating accessible real-world scenarios for practical application of classroom concepts and providing a spatial scale for students. Relevant applications may have a transdisciplinary impact, with specific relevance to fields such as engineering, urban planning, and architectural studies. The continued diffusion of VR technology and applications may alter diverse sectoral value chains and production, necessitating educational responses in design, analysis, and management approaches. Evident is the importance of integrating related tools in tertiary education practices to enable the resilience, productivity, and competitiveness of built environment students. However, the lack of existing research restricts the development of best practice that is applicable to the diverse activities of built environment practitioners. This paper aims to investigate the existing body of knowledge to delineate lessons that inform tertiary sector stakeholders on the use of VR to support the development of graduate attributes in the process of teaching and learning. The research methodology applied is centred on a bibliometric review of current research. The VOSviewer (v1.6.20) software is utilized to identify relevant themes and trends among the publications. The latter is sourced from the Scopus database using keywords such as “virtual reality”, “built environment”, and “education”. The most cited papers are also qualitatively analyzed to interpret the findings of the review. Findings indicate that current research themes include the application of VR in education and pedagogy, user perception and experiences in this regard, and informing practical training and decision making toward sustainable development and applied practice. The qualitative content review indicates four categories of VR application in built environment education, including visualisation, participation, and collaboration, knowledge creation and transfer, and an integrated approach. Recommendations include institutions utilizing said findings to inform curriculum transformation, improving student and stakeholder participation, supporting evidence-based teaching.

Innovations in the field of educational technology are very prominent. The application of immersive virtual reality (VR) in teaching and learning is currently in the focus of interest of researchers dealing with education. Numerous studies indicated that there are significant potential benefits of using this technology to improve learning outcomes and students’ motivation, overcome school-based and test anxiety, influence empathy, and ensure students focus on teaching content. However, there is still an issue of economic justification of investment in head-mounted displays (HMDs) and VR software for school use. Additionally, the key questions that arise from using VR in the classroom are on what theoretical basis to build immersive teaching and how to choose relevant content. The purpose of this chapter is to present a literature review of VR applications in education (with emphasis on both technological and pedagogical aspects, integration, and evaluation criteria), as well as to show the results of a small qualitative study conducted with teachers and an educational media specialist (all familiar with using VR as a teaching tool) in the Republic of Serbia.

Teza: Na przestrzeni ostatnich 30 lat w społeczeństwie nastąpił znaczący wzrost adaptacji nowych technologii (Kirkwood i Price, 2013). Istnieje wiele dziedzin, w których znajdują one swoje zastosowanie. Jedną ze szczególnie istotnych – ze względu na wpływ społeczny – jest edukacja. W celu jej rozwoju podejmuje się kroki zmierzające do wprowadzania nowych technologii do programów nauczania. Jedną z takich technologii jest wirtualna rzeczywistość, która jest coraz bardziej popularna i częściej wykorzystywana w wielu dziedzinach edukacji. W tym artykule, na podstawie przeglądu badań z lat 2017-2018, podjęto próbę wykazania możliwych zastosowań oraz konsekwencji wdrażania wirtualnej rzeczywistości w edukacji. Omówione koncepcje: Głównym tematem niniejszej pracy jest różnorodność zastosowań VR w edukacji oraz związane z tym konsekwencje. Wyniki i wnioski: Postęp i wdrażanie nowych technologii wydają się być nieuniknione, natomiast przedstawione w tej pracy problemy sygnalizują konieczność kontroli nadchodzących zmian. Wydaje się prawdopodobne, że VR stanie się bardziej powszechnym narzędziem edukacyjnym ze względu na duży potencjał motywacyjny i dydaktyczny. Przeprowadzona analiza wykazała, że badaną grupą są najczęściej studenci w dziedzinie nauk społecznych. Warto pamiętać, że wady takie jak duże koszty czy dyskusyjność osiąganych efektów sprawiają, że nie jest to narzędzie idealne. Wnioski z tej pracy warto wykorzystać jako kierunki przyszłych badań. Oryginalność/wartość poznawcza podejścia: Przedstawiony tekst wzbogacony jest o analizę jakościową wybranych artykułów związanych z wykorzystaniem VR w edukacji. Stanowi spojrzenie na ostatnie dokonania w tej dziedzinie, rozważając nie tylko różnorodność zastosowań, ale i wybierane do badań grupy badawcze. Przedstawione rozważania uwzględniają nie tylko często wymieniane korzyści, ale w sposób krytyczny rozpatrują także negatywne aspekty wprowadzanych zmian.

It is of great significance to explore the influencing factors of land flow to promote moderate-scale agricultural operation. However, few studies have explored the quantitative influences of land attachment and intergenerational difference on land transfer. Based on the survey data of 540 rural households in Sichuan Province, this study uses factor analysis method to divide land attachment into land satisfaction, land rootedness, and land dependence, and further empirically tests the impact mechanism of land attachment and intergenerational difference on land flow by using Probit model and Tobit model. The results are as follow: (1) land attachment is significantly correlated with land flow-out, but not with land flow-in. (2) Different dimensions of land attachment have different impacts on land flow-out. Among them, land rootedness and land dependence have significant negative impacts on farmers’ land flow-out behavior and land flow-out area, while land satisfaction has a significant positive impact on farmers’ land flow-out behavior and has no significant impact on the land flow-out area. (3) Different generations of land attachment have different impacts on land flow-out. Among them, the land attachment of the new-generation farmers has no significant impact on land flow-out. Among middle-aged farmers, land dependence had a significant negative impact on land flow-out behavior and area, and land rootedness had a significant negative impact on land flow-out behavior; however, land satisfaction had a significant positive impact on land flow-out behavior and area. Among the older generation of farmers, land dependence has a significant negative impact on land flow-out behavior and area, while land satisfaction and land rootedness have no significant impact on land flow-out behavior and area. Therefore, in promoting the practice of land flow, we should pay attention to the differences of farmers’ emotional demands, improve the supporting policies of land flow by classification, reduce farmers’ dependence on “land security”, solve farmers’ concerns on land flow, and promote the rational flow of land factors.

This paper aims to investigate factors affecting the adoption of social media marketing by Maldivian Micro, Small, and Medium-sized Enterprises (MSMEs) and their impact on MSME performance. Based on previous international research and local contextual knowledge, the study hypothesises that relative advantage, cost effectiveness, interactivity, top management support, and competitive pressure influence the adoption of social media marketing, which consequently impacts MSME performance. Hundred-and-Eight MSMEs from the Greater Malé region in the Maldives participated in the study. Pearson correlation, and simple and multiple linear regression were used for data analysis. Results indicate that all of the individual hypothesised factors have a positive significant impact on social media marketing adoption. The regression analysis model shows that relative advantage and interactivity have a significant positive impact on social media marketing adoption, whereas cost effectiveness, top management support, and competitive pressure do not have a significant positive impact on social media marketing. The study concludes that the adoption of social media marketing has a significant positive impact on MSME performance. Despite social media marketing being in its infancy among Maldivian MSMEs, this study supports the benefits of social media marketing as an ideal platform of marketing for MSMEs.

As an intervention for Halodoc application users, this study aims to determine the impact of telemedicine application product e-service quality and brand trust on customer satisfaction repurchase intent. We surveyed 245 users of Halodoc applications who performed transactions using Halodoc applications at least once in the past year. The data analysis method used SPSS version 23 and the SEM analysis used LISREL 8.8 to process and analyze the survey data. Hypothesis test results show that quality of e-service has a positive and significant impact on repurchase intention, brand trust has a positive and significant impact on repurchase intention, and quality of e-service has a positive impact on customer satisfaction. It shows that it has a significant impact. Trust has a significant positive impact on customer satisfaction, and customer satisfaction has a significant positive impact on repurchase intention. In addition, the results of this study show a positive and significant indirect relationship between quality of e-service and brand confidence in repurchase intent mediated by customer satisfaction and repurchase intent mediated by customer satisfaction.

The author studies the influence of tourists' experience quality on loyalty in Baotu Spring Scenic Spot, and conducts a questionnaire survey on tourists and some netizens of Baotu Spring Scenic Spot in Jinan City. The obtained data were processed by multivariate linear statistical regression with SPSS 24 software. The conclusions are as follows: (1) The quality of tourism environment experience has a significant positive impact on loyalty. (2) The experience quality of tourism facilities has a significant positive impact on loyalty. (3) Tourism service experience quality has a significant positive impact on loyalty. (4) The most significant impact on loyalty is the quality of tourism service experience, followed by the quality of tourism facilities experience, and the smallest is the quality of tourism environment experience.

As a representative practice of the theory of connectivism, cMOOCs emphasize learners’ content-based connective learning. Effectively promoting learners’ content production is the focus of cMOOC research and practice. This study explores whether and how learners’ online interactions affect the content production of courses. Based on 45166 real-time behavioural data points of learners, this study measures the interaction level and content production degree of each learner and analyses the influence of interaction on content production. The results show that the number of low-level interactions is higher than that of high-level interactions, and content production increases with the development of the curriculum. Low-level active interactions of cMOOC learners have no significant impact on content production, while high-level active interactions have a significant positive impact on content production, and attention in low-level passive interactions has a significant positive impact on content production. However, simple comments in low-level passive interactions and complex comments in high-level passive interactions have a significant negative impact on content production in a certain course. The results of this study further develop the understanding of interaction in the learning theory of connectivism, and we hope that this study can provide support for the interaction design of cMOOCs.