Research on the Application of Virtual Reality in Remote Education Based on the Example of MOOC

Βασικά Χαρακτηριστικά Της Εικονικής Πραγματικότητας Και Η Σχέση Τους Με Την Εξ Αποστάσεως Εκπαίδευση

“…Μάλιστα, από τη βιβλιογραφική ανασκόπηση φάνηκε ότι πράγματι οι παράγοντες αυτοί παίζουν σημαντικό ρόλο στην επίτευξη ικανοποιητικών μαθησιακών αποτελεσμάτων (ενδεικτικά Krassmann et al, 2020;Liu et al, 2019;Zikky et al, 2018). Από την άλλη, αυτοί οι παράγοντες δεν είναι ιδιαίτερα τονισμένοι στην ΕξΑΕ (Chen, 2018;El Kabtane et al, 2020). Έτσι, μπορεί να υποστηριχθεί ότι η ΕΠ προσφέρει στους χρήστες μαθησιακές εμπειρίες που ο πλούτος τους υπερβαίνει αυτών που προσφέρει η τρέχουσα μορφή της ΕξΑΕ.…”

Immersive virtual environments and embodied agents for e-learning applications

“…As distance learning continues to expand, catering for larger numbers of students across the globe, current solutions provide inefficient delivery systems which are not immersive, engaging, or motivating to the learner-often resulting in poor rates of completion (Wise et al, 2004;Yang et al, 2013;Chen, 2018). For example an investigation into the use of 'Accountable Talk: Conversation that Works', a MOOC provided by the University of Pittsburgh, revealed that despite in excess of 60,000 students registering for the programme less than half continued to access the course material through to completion (Rosé et al, 2014).…”

“…Recent research suggests applying IVEs to lecture-styled learning may provide distance learners with enriched learning experiences that are more immersive, enjoyable, and realistic (Chen, 2018). Preliminary research has shown the value in using IVEs to replicate classroom learning, finding that students perform better on a quiz about the topic after watching a virtual lecture compared to watching a video recording of a lecture, as is typically done in MOOCs (Tsaramirsis et al, 2016).…”

Peer Review #2 of "Immersive virtual environments and embodied agents for e-learning applications (v0.2)"

“…As distance learning continues to expand, catering for larger numbers of students across the globe, current solutions provide inefficient delivery systems which are not immersive, engaging, or motivating to the learner -often resulting in poor rates of completion (Wise et al, 2004;Yang et al, 2013;Chen, 2018).…”