New Technology for the Classroom

Bailey, Liston

doi:10.4018/978-1-5225-6361-7.ch001

Cited by 17 publications

(6 citation statements)

References 7 publications

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“…Worldwide, digital tools and online pedagogy are progressing rapidly within educational contexts (Foroughi 2015). New developments in online pedagogy have provided prompt access for teachers to introduce various digital tools and interactive technology-based learning approaches within the 4IR education environment (Bailey 2019). The introduction of digital tools within the education environment, as well as the rapid developments in technology, has led to the promotion of the theory of connectivism (Goldie 2016).…”

Section: Theoretical Considerations: Embracing the Notions Of Connectivismmentioning

confidence: 99%

Teaching and Learning in Higher Education in the Time of COVID-19

Mkhize¹,

Ndimande-Hlongwa²,

Ramrathan³

et al. 2020

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Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa.AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and interactive research acumen, capacity and capabilities.

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Section: Theoretical Considerations: Embracing the Notions Of Connectivismmentioning

confidence: 99%

Teaching and Learning in Higher Education in the Time of COVID-19

Mkhize¹,

Ndimande-Hlongwa²,

Ramrathan³

et al. 2020

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“…While many people in the industry use the term VR for devices with full visual immersion through head-mounted displays, a common trend is to use the terms 3DVE and VR interchangeably. In this document, we follow this trend 2. Note that all VR systems regardless of using HMD can result in immersion.…”

mentioning

confidence: 78%

“…The task completion and efficiency were also considered but since 2D users had less VR exposure, we admit that the result provides limited insight. The usability evaluation is based on a combination of usability criteria (ease of use, learnability, memorability, pleasantness, visualization, and overall satisfaction) and subjective satisfaction (likability) introduced by Nielsen [66]; as well as the ISO 9241-11 standard, which interprets usability as "Effectiveness, Efficiency, and Satisfaction. Furthermore, the PACMAD model has additional factors (to the ISO model) that include learnability, memorability, errors, and cognitive load [67].…”

Section: Methodsmentioning

confidence: 99%

“…AR/VR environments help to convey spatial cues directly to users as 3D models and visuals get presented in 3D space, meaning users would get a sense of spatial feeling. AR/VR is very useful in the knowledge domains that deal with spatial concepts [66], [67].…”

Section: Vr In Stem Educationmentioning

confidence: 99%

“…Many subjects in STEM fields contain abstract concepts and learning and absorbing them can be difficult for many students due to the cognitive load, as well as the nature of some topics that may be perceived as dry or boring. If learners are not engaged, they are likely to feel detached from the course materials and traditional lectures commonly used in educational settings [1], [2]. Studies show that the integration of technology and hands-on experiences into classrooms increases the chance to create engaging learning activities for students with diverse learning styles and preferences [3], [4].…”

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confidence: 99%

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Using Virtual Reality to Improve STEM Education

Qorbani¹

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The purpose of this dissertation is to investigate the effect of using Virtual Reality (VR) technology on the students' experience in science education, particularly for interaction, learning, and accessibility. Science, Technology, Engineering, and Math (STEM) education has special requirements such as lab-based activities and abstract concepts that complicate setting up the environment and learning process. These complications are increased due to the pandemic and other remote access requirements. VR has unique affordances that make it a promising solution but its use in this regard has not been properly investigated and there are many open research questions related to its effect on interaction, learning, and accessibility in STEM education.Focusing on these three aspects, we ran a series of quantitative and qualitative studies to find out if the use of VR in science labs leads to an increased level of learning, efficiency, and accuracy of the tasks (measured by pre-post knowledge tests and the in-app data collection system). The Immersive/head-mounted VR (IVR) was compared to Desktop VR (DVR) and 2D/text-based conditions. Results indicated a significant difference in some areas particularly related to postknowledge score, spatial skills, and learnability between 2D and VR conditions. Task completion rate, efficiency, and accuracy also indicated a significant difference between IVR and DVR groups, showing IVR performing better. The qualitative evaluation included an analysis of students' experiences with the use of VR and their perspective on its application for education.The result indicated that in areas such as ease of use, learnability, engagement, and overall satisfaction they preferred VR treatment better compared to 2D/ Text as they found the use of VR to be beneficial to their learning. Our studies also showed the efficacy of software-based accessibility features that improved interaction and learning for wheelchair users. We concluded that the implementation of a virtual environment for STEM education requires careful considerations in the design and implementation to make it technically practical to run on mobile Head Mounted Displays (HMD), be relevant based on established learning theories, minimize the effect of cybersickness, and be accessible for a wider range of audience. The findings of this research helped us propose ScienceVR, a framework for the design and development of VR experiences for science education.

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