Implementation of 3D virtual learning environment to improve students’ cognitive achievement

Rasim,; Langi, Armein Z. R.; Rosmansyah, Yusep; Munir, -

doi:10.1088/1742-6596/1013/1/012103

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…A study by Simsek (2016) concluded that virtual reality increased students' positive attitudes and interest in mathematics. A study by Rasim et al (2017) found that Implementation of the 3D virtual learning environment can improve students' cognitive achievement in software engineering courses. A study by Bogusevschi, et al, (2020) showed that using a 3D virtual learning environment in teaching physics support students to gain a high experience score.…”

Section: Three-dimensional Virtual Learning Environmentmentioning

confidence: 99%

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

السجيني¹,

الصباغ²

2021

مجلة تکنولوجيا التعليم والتعلم الرقمى

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Three-dimensional virtual learning environments are considered the most important technological innovations that have attracted the attention of educational institutions due to their ability to simulate reality and allow the learner to interact with them, and as a result, the learner emerges effectively into the learning process and in light of the search for the continuous development and improvement of these environments by employing the latest e-learning strategies, including the gamification strategy, which is a didactic approach that can motivate students to learn by using the elements of games in virtual learning environments to achieve maximum fun and participation in the learning process. This paper aims to present a proposed model for designing 3D virtual learning environments in the light of employing a gamification strategy as a model that is guided by its stages and steps to develop student engagement at Mansoura University in Egypt.The methodology used in the identification of successful strategies and practices is based on reviewing the literature about the concept of the 3D virtual learning environment, its importance, and when to use it in the educational process. In addition, it reviews the strategy of gamification, its components, and its designing steps frameworks. Examples and suggestions are included. As well as it reviews the concept of student engagement, its importance, and its relation with a 3D virtual learning environment. The findings help stakeholders at higher education institutions to propose a framework. This framework integrates three-Dimensional Virtual Learning Environments based on gamification strategy to engage students in delivering engaging content.

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Section: Three-dimensional Virtual Learning Environmentmentioning

confidence: 99%

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

السجيني¹,

الصباغ²

2021

مجلة تکنولوجيا التعليم والتعلم الرقمى

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“…Due to the limited usage of VLE in secondary level education (Pei, 2017a), there is still a dearth of research on the topic, with the majority of it being found at postsecondary educations (Aditya et al, 2019;Rasim et al, 2018;Rojabi, 2020). Numerous research on VLE continue to emphasize technology design, teachers conduct, and skills gain e d from utilizing VLE.…”

Section: Introductionmentioning

confidence: 99%

“…Some of these studies (Aditya et al, 2018, Rasmitadila et al, 2020 explain how technology design readiness enhances teacher behavior while using VLE, while other studies cover the implementation of VLE use in an effort to raise students' motivation, thinking abilities, and independence. to understand (Rasim et al, 2018;Rasmitadila et al, 2020;Rojabi, 2020;Rosyadi et al, 2021). Similarly, research on e-leadership in relation to VLE is currently quite scarce.…”

Section: Introductionmentioning

confidence: 99%

E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments

2023

Pegegog

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This study seeks to understand better how e-leadership, technology acceptance and technological self-efficacy contribute to improved teacher attitudes in using virtual learning environments. The method used was quantitative with structural equation modeling with SmartPLS 3.2.8. The population of this study consisted of 1,570 teachers in the Malang district, Indonesia. A sample of 420 teachers was selected using a systematic random sampling technique. The findings demonstrated a positive and significant effect of e-leadership, technology acceptance, and technological self-efficacy on teacher attitudes in using virtual learning environments. In addition, e-leadership positively and significantly affects teachers' technology acceptance and technological self-efficacy. Subsequent studies may also use a hybrid explanatory sequential approach. It can also make technology acceptance and technological self-efficacy a mediator variable in building the relationship between e-leadership and teacher attitudes in using virtual learning environments.

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A Framework for Automatically Generating IoT Security Quizzes in a Virtual 3D Environment Based on Linked Data

Shi

Kulshrestha

et al. 2019

Advances in Internet, Data and Web Technologies

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Implementation of 3D virtual learning environment to improve students’ cognitive achievement

Cited by 6 publications

References 7 publications

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments

A Framework for Automatically Generating IoT Security Quizzes in a Virtual 3D Environment Based on Linked Data

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