Applying Virtual Reality Technology to Geoscience Classrooms

Chenrai, Piyaphong; Jitmahantakul, Sukonmeth

doi:10.33403/rigeo.592771

Cited by 18 publications

(6 citation statements)

References 21 publications

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“…A 3D graphic transformation is a new 3D graphic created by resizing and rotating a 3D graphic while moving it by the same scale [12]. The basic geometric transformations of 3D shapes are performed with respect to the origin and axes of coordinates and can be achieved by flush coordinate transformations.…”

Section: D Graphic Transformationmentioning

confidence: 99%

Optimization of 3D Virtual Reality Technology in High School Physics Direct-Type Teaching

Guan

Fang

2022

Wireless Communications and Mobile Computing

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Virtual reality technology is a computer simulation that allows the creation and experience of virtual worlds, using computers to generate a simulated environment into which the user is immersed. Through a theoretical exposition of 3D virtual reality technology, the elements of teaching and learning and virtual reality technology are analyzed in terms of abstract virtual cognition and concrete modeling techniques, and the forms of application of virtual reality technology in high school physics teaching are described, along with associated educational technology theories. The era of core literacy development poses new challenges to basic teaching and requires new teaching methods and approaches to adapt. The development of 3D virtual reality technology has provided new opportunities for teaching reform. Firstly, the unique charm of virtual reality technology itself has deeply attracted many experts and scholars to explore its application in pedagogy. Secondly, the scale and effect of virtual reality technology in pedagogy applications are still far from the ideal goal in people’s mind, and further exploration and research are needed in the theoretical support of educational technology research. Thirdly, in the process of high school basic teaching, on the one hand, basic experiments play a crucial role, and on the other hand, transforming abstract basic principles and concepts into concrete visible and operable teaching methods is also an important direction for its future development. Combined with the development tools and software to build processes and models, the knowledge of electricity and mechanics in high school physics is modeled in 3Ds MAX and Unity3D to provide technical support for the application of virtual reality in high school physics teaching and to promote the reform of high school physics teaching. Based on an in-depth analysis of virtual reality technology in the construction of teaching resources, this paper explores the feasibility of using software systems and hardware facilities of 3D virtual reality technology in high school physics teaching, such as experimental demonstration, geometric modeling, and 3D graphic transformation. It fits the cognitive level of high school students, constructs 3D virtual scenes and virtual object motion trajectory models that meet the requirements of the high school physics curriculum, and promotes the application of virtual reality technology in high school physics teaching and visualizing abstract physics knowledge, with clear student understanding and significant improvement in learning efficiency.

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Section: D Graphic Transformationmentioning

confidence: 99%

Optimization of 3D Virtual Reality Technology in High School Physics Direct-Type Teaching

Guan

Fang

2022

Wireless Communications and Mobile Computing

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“…Son yıllarda, sanal gerçeklik için kullanılan araçların maliyetlerinin düşmesi ve teknolojik olarak daha da gelişmesi, sanal gerçekliği (VR) daha kolay erişilebilir ve pratikte kullanılabilir bir teknoloji haline getirmiş, özellikle Metaverse kavramının da popüler olması ile akademik camiada sanal gerçekliğin pek çok eğitim/öğretim alanında kullanılabileceği konusundaki ilgiyi arttırmıştır [9]. Bu bağlamda eğitim alanında sanal gerçekliğin aktif olarak kullanıldığı kimya [10], biyoloji [11], yer bilimi [12], psikoloji [13], mühendislik [14] gibi pek çok farklı disiplinden söz edilebilir.…”

Section: Literatür çAlışmasıunclassified

Enerji Kritik Alt Yapılarının Güvenliği İçin Bir Sanal Gerçeklik Eğitim Uygulaması Önerisi

2022

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Kritik Altyapılar Ulusal Test Yatağı Merkezi (CENTER) Enerji, eğitim, güvenlik araştırmaları, ulusal/uluslararası saldırı ve savunma çözümleri gibi konuları amaçlayan elektrik güç şebekesi için güvenli bir test yatağı altyapısıdır. Siber güvenlik alanında çalışacak yeni adaylara veya laboratuvarda eğitim alacak lisans/lisansüstü seviyesindeki öğrencilere geliştirilen test yatağında yer alan cihazların tanıtılması, kullanımı, olası sistemsel arıza ve siber saldırı senaryoların uygulanması gibi konularda eğitim verilmektedir. Bu çalışmada, CENTER Enerji’nin bir sanal gerçeklik uygulaması ile simüle edilmesini öneren bir tasarı sunulmaktadır. Böylece, çalışma ekibine katılacak olan yeni araştırmacıların ve laboratuvara eğitim amaçlı olarak alınacak öğrencilerin adı geçen eğitim sürecinde eş-zamanlı ve laboratuvar ortamından bağımsız olarak sanal ortamda ön eğitimden geçirilerek adaptasyon sürecinin hızlandırılması amaçlanmaktadır.

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“…Feelings of immersion and presence offer enhanced student engagement (McKenzie et al, 2019) and active learning experience over learning through other types of media, such as textbooks or videos (Allcoat & Von Muhlenen, 2018;Fegely et al, 2020;Wang & Braman, 2009). This immersion can improve students' attitudes and achievement related to different subjects, such as science (Jitmahantakul & Chenrai, 2019;Sarioglu & Girgin, 2020), English (Chen, 2016;Ou Yang et al, 2020), and math (Stranger-Johannessen, 2018). EduVR provides a medium for learners to have experiences that would not normally be possible.…”

Section: Review Of Literaturementioning

confidence: 99%

A Comprehensive Rubric for Evaluating EduVR

Fegely

Cherner

2021

JITE:Research

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Aim/Purpose: This article presents a comprehensive rubric for evaluating educational virtual reality experiences for mobile devices. The aim of this article is to systematically analyze research to address the quality of virtual reality experiences on mobile applications in order to extend the work of Lee and Cherner (2015) and their instructional application rubric. Background: Ratings in proprietary mobile application stores – The App Store and Google Play, etc. – are generic and do not provide meaningful evaluations of the virtual reality. This article utilizes research in the areas of virtual reality and education to present a comprehensive rubric for evaluating educational virtual reality for mobile applications, which continues to advance previously published, research-based rubrics. Methodology: The methodology uses a systematic process that spans multiple stages. The first stage was to locate pre-existing rubrics for virtual reality, followed by a review of literature focused on it. The third stage was to develop and vet a research-supported rubric for evaluating educational virtual reality. Contribution: The main contribution from this article is that it fills a gap in the literature by presenting a criterion-referenced, research-supported rubric for evaluating the quality of educational virtual reality for mobile devices (e.g., smartphones, tablets, and app-connected goggles). Findings: This paper’s findings include the domains, dimensions, and criterion-referenced Likert scale indicators in the form of rubric dimensions for evaluating educational virtual reality. The evaluative domains consist of (1) Positioning of the EduVR, (2) Avatar Level, (3) Virtual Environment, and (4) Virtual Experience. Recommendations for Practitioners: This rubric is a tool for instructional coaches, teacher educators, and instructional technologists to use when recommending virtual reality experiences for instructional purposes. Recommendation for Researchers: Researchers can use this tool to monitor the quality of educational virtual reality being developed for classroom use. They can also use this rubric to examine educational virtual reality experiences they would use in their studies and evaluate how those educational virtual reality experiences impact student learning, engagement, and collaboration. Impact on Society: We foresee this rubric being an aid in the development, selection, and purchase of educational virtual reality by educational institutions, educators, researchers, edtech developers, and edu-philanthropists, thus advancing the quality and expectations for educational virtual reality experiences. Future Research: Future researchers can further enhance the validity of this rubric by collecting large amounts of data from a diverse set of end users and stakeholders. Also, subsequent rubrics for evaluating augmented reality and extended reality comprise additional research avenues.

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Applying Virtual Reality Technology to Geoscience Classrooms

Cited by 18 publications

References 21 publications

Optimization of 3D Virtual Reality Technology in High School Physics Direct-Type Teaching

Optimization of 3D Virtual Reality Technology in High School Physics Direct-Type Teaching

Enerji Kritik Alt Yapılarının Güvenliği İçin Bir Sanal Gerçeklik Eğitim Uygulaması Önerisi

A Comprehensive Rubric for Evaluating EduVR

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