Technologies for the future of learning: state of the art

Hernández-de-Menéndez, Marcela; Escobar, Carlos A.; Morales-Menéndez, Rubén

doi:10.1007/s12008-019-00640-0

Cited by 90 publications

(51 citation statements)

References 31 publications

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“…Virtual and augmented reality (VAR) technology is one of the most ground-breaking technologies of this century, and higher education is in the early stages of adopting the innovative technology as a teaching tool (Achuthan et al, 2020;Grivokostopoulou et al, 2020). The up-take has been led by science, technology, engineering and mathematics (STEM) disciplines, on the back of rapid industry demand for workforces of the future (Hernandez-de-Menendez et al, 2020;Kaminska et al, 2019). There are numerous ways in which VAR technology can be employed to deliver immersive learning experiences: augmented reality projections, virtual constructed 3D realities and interactive 360° videos.…”

Section: Introductionmentioning

confidence: 99%

Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory

2021

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Virtual and augmented (VAR) technology is in the early stages of being adopted as a teaching platform in higher education. The technology can facilitate immersive learning in environments that are not usually physically accessible to students via 3D models and interactive 360° videos. To date, adoption rates of VAR technology for teaching have not been well described across a higher education institution. Further, there is an absence of information on the optimal VAR laboratory designs and cost per student. In this study, a purpose designed virtual reality laboratory was formed in 2017 at The University of Sydney, housing 26 Oculus Rift headset units. An evaluation was conducted on the design, costs, rates of teaching adoption and student experiences over five teaching periods (2.5 years). Over this period, 4833 students were taught in the laboratory across 7952 student visits. The laboratory was used most by the Faculty of Engineering (53%), followed by the Faculty of Arts & Social Science (23.8%) and Faculty of Science (23.2%). For engineering, the units of study using the laboratory represented only 1.4% of annual faculty subjects offered. This confirms that adoption was in the initial stage of innovation diffusion. The laboratory saw a 250% increase in student numbers over the period of evaluation and 71.5% of students surveyed (n = 295) reported enhanced learning outcomes. The cost per visit was only AU$ 19.50. These findings give confidence to higher education institutions that the right VAR technology infrastructure is a sound educational investment for the future.

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Section: Introductionmentioning

confidence: 99%

Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory

2021

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“…As a direct effect, the CAD/CAE training programs are gaining more and more importance to make it possible for engineers to operate successfully with these advanced computer technologies [14]. In particular, the engineering educational system must evolve following the industrial trends in order to give to young engineers the adequate level of expertise [15][16][17]. The CAD courses, typically divided between first and second level degrees, have been offered in mechanical engineering curricula for decades [18].…”

Section: Introductionmentioning

confidence: 99%

Project-based learning of advanced CAD/CAE tools in engineering education

Berselli

Bilancia

Luzi

2020

Int J Interact Des Manuf

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The use of integrated Computer Aided Design/Engineering (CAD/CAE) software capable of analyzing mechanical devices in a single parametric environment is becoming an industrial standard. Potential advantages over traditional enduring multi-software design routines can be outlined into time/cost reduction and easier modeling procedures. To meet industrial requirements, the engineering education is constantly revising the courses programs to include the training of modern advanced virtual prototyping technologies. Within this scenario, the present work describes the CAD/CAE project-based learning (PjBL) activity developed at the University of Genova as a part of course named Design of Automatic Machines, taught at the second level degree in mechanical engineering. The PjBL activity provides a detailed overview of an integrated design environment (i.e. PTC Creo). The students, divided into small work groups, interactively gain experience with the tool via the solution of an industrial design problem, provided by an engineer from industry. The considered case study consists of an automatic pushing device implemented in a commercial machine. Starting from a sub-optimal solution, the students, supervised by the lecturers, solve a series of sequential design steps involving both motion and structural analysis. The paper describes each design phase and summarizes the numerical outputs. At last, the results of the PjBL activity are presented and commented by considering the opinions of all the parties involved.

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“…Nevertheless, prior research has made partial attempts to summarize existing knowledge through systematic literature reviews (SLRs) [5,7,[9][10][11][12]. For example, some discuss the application of the latest key technologies for the development of smart campuses and universities [5]; the advantages of this technology as decentralized open data for safe storage of information in specific case studies (e.g., MIT) [7], the use of these technologies for assisting students in their acquisition of technical knowledge and development in Engineering [9] and the creation of distributed applications involving multiple actors without the control of a central authority [11].…”

Section: Introductionmentioning

confidence: 99%

Blockchain System in the Higher Education

Raimundo

Rosário

2021

EJIHPE

123

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Blockchain has emerged as an important concept at the interface of ICT and higher education. It is a system in which a record of transactions is maintained across several computers that are linked in a peer-to-peer network. Hence, it allows the creation of a decentralized environment, where data are not under the control of any third-party organization. This study presents a Systematic Bibliometric Literature Review (LRSB in further text) of research on blockchain applications in the higher education field. The review integrated 37 articles presenting up-to-date knowledge on current implications pertaining to the use of blockchain technology for improving higher education processes. The LRSB findings indicate that blockchain is being used to build up new interventions to improve the prevailing ways of sharing, delivering and securing knowledge data and personal student records. The application of blockchain technology is carrying on a conceptual progress in the higher education sector where it has added substantial value by ameliorated efficiency, effectiveness, privacy control, technological improvement and security of data management mechanisms. Challenges posed by current literature and further research directions are suggested.

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Technologies for the future of learning: state of the art

Cited by 90 publications

References 31 publications

Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory

Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory

Project-based learning of advanced CAD/CAE tools in engineering education

Blockchain System in the Higher Education

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