A model supported interactive virtual environment for natural resource sharing in environmental education

Barbalios, N.; Ioannidou, Irene; Tzionas, Panagiotis; Paraskeuopoulos, S.

doi:10.1016/j.compedu.2012.10.029

Cited by 29 publications

(24 citation statements)

References 30 publications

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“…However, the ANCOVA results showed a significant difference between the progress of the two groups, and the experimental group performed better than the control group, indicating the VR system was more effective than the multimedia teaching materials because the former provided a virtual ecological environment where the learners could explore and observe wetland creatures to enhance the learning effectiveness. The results are the same as those reported in [20,40,41], showing that learners had better cognition, attention, and critical thinking in virtual learning environments to improve learning outcomes [32].…”

Section: Discussionsupporting

confidence: 80%

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Development of a Virtual Wetland Ecological System Using VR 360° Panoramic Technology for Environmental Education

Chu

Tarng

2021

Land

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In this study, the VR 360° panoramic technology is used to develop a virtual wetland ecological system for applications in environmental education. The system provides a virtual wetland environment for autonomous exploration, where the user can conduct inquiry-based learning by cardboard VR to obtain essential information and concepts in ecological protection. It contains the learning contents of wetland ecology and creatures in Hsinchu coastal areas, northern Taiwan. To investigate the learning effectiveness of the VR system, we recruited 42 seventh graders as participants and divided them evenly into two groups. The experimental group used the virtual wetland ecological system for learning and the control group learned with conventional teaching materials. The differences of the experimental results indicated: (1) the experimental group showed a high degree of satisfaction after using the virtual wetland ecological system; (2) the learning achievement of the experimental group was significantly higher than that of the control group; (3) the learning motivation of the experimental group was significantly higher than that of the control group. The virtual wetland ecological system can enhance the learning effectiveness and learning motivation using low-cost cardboard glasses, so it is a suitable tool for promoting environmental education in remote areas.

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Section: Discussionsupporting

confidence: 80%

“…Regarding the applications of VR in environmental education, Barbalios et al [41] developed a virtual lacustrine environment for learning natural resource sharing. They guided students through the formulation of water extraction and irrigation methods, and evaluated their problem-solving skills and learning achievements.…”

Section: Virtual Reality In Educationmentioning

confidence: 99%

Development of a Virtual Wetland Ecological System Using VR 360° Panoramic Technology for Environmental Education

Chu

Tarng

2021

Land

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“…Education is also found to have great importance in creating awareness, which is achieved by developing an appropriate curriculum, syllabus and training (Ferreira et al, 2006;Karol, 2006;Kaplowitz et al, 2009;Chang et al, 2011;Zain et al, 2011;Raivio, 2011;Evans and Graff, 2012;Barbalios et al, 2013;Geng et al, 2013;Yuksek, 2013). In addition, engagement with parties, both internal and external, is also vital to create more awareness and environmental citizenship (Stefanovic, 2008;de Carvalho Maffia et al, 2011).…”

Section: Environmental Sustainability Concept and Common Views On Environmental Sustainability Awareness In Higher Educationmentioning

confidence: 99%

“…However, it is the belief of the authors that environmental sustainability elements need to be deeply integrated in all disciplines as the environmental issue is a relevant concern in generally all academic disciplines. Second, environmental awareness requires participation from everybody in the higher education, where the initiative takes place to be effective (Sammalisto and Brorson, 2008;Carleton-Hug and Hug, 2010;Barbalios et al, 2013;Figueredo and Tsarenko, 2013). Without sufficient participation as well as commitment, the initiative would fade away because of the absence of a champion to pursue the cause.…”

Section: Key Lessons On Environmental Sustainability Awareness In Higher Educationmentioning

confidence: 99%

Social media for environmental sustainability awareness in higher education

Hamid

Ijab

Sulaiman³

et al. 2017

IJSHE

145

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Purpose The explosion of social media use such as Facebook among higher education students is deemed to have great potential in widely disseminating environmental sustainability awareness. The paper aims to capture, summarise, synthesise and comment on the role of social media to garner interest of students and staff on environmental sustainability issues. Design/methodology/approach Systematic literature review technique is adopted, and three selected online databases were searched for relevant papers for review. Specific data were extracted from each paper, and the discussion section was based on the developed research questions. Findings Higher education needs to fully leverage the ubiquity of social media to extend how environmental sustainability is viewed by the students and staff. Sustainability practices conducted at the university level such as recycling, reduction of electricity and water consumptions and paper reduction in classroom and used to engage students on environmental matters. For staff, social media can be leveraged as to convey the university policy and assist in their quest to become full-fledged green universities. Research limitations/implications Some of the limitations of this research include the lack of keyword search using synonyms or related terms equivalent to the term “awareness”, lack of forward and backward searches, and the papers were searched until end of 2013 only. Future research needs to take advantage of the current limitations to investigate this topic and be empirically supported by theories using quantitative, qualitative or mixed-method-based research. Future studies could also develop relevant frameworks to propose an effective use of social media for creating environmental sustainability awareness in higher education. Practical implications Propagations of environmental sustainability awareness in higher education would be more effective with the use of social media. Social implications In principle, the increase of environmental awareness level would increase the students’ good behavioural conduct on environmental sustainability. Originality/value While the broad topic of environmental sustainability in higher education is widely discussed, the role of social media in shaping environmental sustainability awareness is still under researched. This situation provides a significant potential for exploration by sustainability researchers to craft their investigation on the effective role of social media in creating environmental awareness in higher education.

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“…There is considerable support, with some reservations for the use of virtual environments as valuable tools for educators (Barbalios et al, 2013). These enhancements may be recognised as advantageous to learning and the sense of presence of the learner.…”

Section: Background and Contextmentioning

confidence: 99%

Actors and avatars: why learners prefer digital agents

Donovan

2015

European Journal of Training and Development

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this study is to compare learner experiences of recorded instructional videos (DVDs) with Machinima. Design/methodology/approach -In this exploratory study, sets of learning sequences in management skills training were delivered to 32 learners using both methods, and learner reactions were gathered using post-event interviews. Findings -Analysis of learner responses showed that participants prefer Machinima as a learning delivery mechanism. Participants also reported being better able to concentrate on the message of the Machinima learning sequences. Research limitations/implications -The sample was not representative, being a convenience sample derived by open invitation from cohorts of two master's degree programmes conducted at the School of Business, Maynooth University, Maynooth, Co. Kildare. The age range of the participants was significantly skewed toward a younger age grouping. No learning test was given to assess the teaching efficacy of the methods. Implications for practice include using Machinima to model desirable behaviours to trainees. Future research should extend the research to other settings. Practical implications -Research should be considered into the potential for Machinima to be considered as a replacement for DVD in management training. Sufficient encouragement arises from this study to suggest that Machinima contains none of the distractions of DVD that are recorded in this study. In addition, many organisations seek to utilise training materials with diverse audiences. Originality/value -Originality of the study stems from the potential replacement of DVD with Machinima in learning.

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A model supported interactive virtual environment for natural resource sharing in environmental education

Cited by 29 publications

References 30 publications

Development of a Virtual Wetland Ecological System Using VR 360° Panoramic Technology for Environmental Education

Development of a Virtual Wetland Ecological System Using VR 360° Panoramic Technology for Environmental Education

Social media for environmental sustainability awareness in higher education

Actors and avatars: why learners prefer digital agents

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