Virtual Reality as an Educational Tool for Elementary School

Figueiredo, Marcos; Mafalda, Rovilson; Kamensky, Andrea Paula dos Santos Oliveira

doi:10.1007/978-3-030-55374-6_26

Cited by 9 publications

(5 citation statements)

References 8 publications

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“…Teleconferences with trainees at remote sites using VideoConferencing technology [37]; • An innovative model of Virtual Business Projects (VBP) based on teamwork [38]; • Remote online lessons based on technologies of synchronous and asynchronous remote communication [39]; • Model of intelligent learning "Monitoring the environmental parameters in a Smart City", which, among other things, provides the creation of remote laboratories for students and so forth [40]; • Creation of breakthrough technologies using virtual reality (VR) environment, games and educational programs, leading to a creative result [41,42].…”

mentioning

confidence: 99%

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

Zhurakovskaya¹,

Sichinava²,

Simakova³

et al. 2020

Journal of Open Innovation: Technology, Market, and Complexity

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The paper considers the problem of adolescent and young students’ personalities’ development in the conditions of face-to-face and distance school learning. The scientific novelty of the study is the proposed classification of pedagogical technologies according to the degree of their novelty: modernized technology, combinational technology, progressive technology, pedagogical technology of the combinational type, the essence of which is shown in its title. A specific model of pedagogical technology of the combinational type “Teaching in cooperation, in a team using flipped classroom” was developed. The developed technology was implemented during the classes of the humanities and natural-mathematical cycles. Nine hundred and eight adolescent and young students (divided into experimental and control groups) and 32 teachers participated in the experimental work. To analyze the differences between the experimental and control groups in terms of the student’s personality manifestation, several criteria and indicators were considered. For mathematical and statistical processing of the obtained results, the multifunctional statistical Fisher’s F-test was used. Analysis of the implementation of the developed technology in the conditions of face-to-face and distance learning showed a positive dynamics of experience formation of the student’s personality manifestation. This allowed the authors to consider the developed pedagogical means effective.

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confidence: 99%

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

Zhurakovskaya¹,

Sichinava²,

Simakova³

et al. 2020

Journal of Open Innovation: Technology, Market, and Complexity

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show abstract

“…According to [68], [69], [70], the use of drones in education is effective for students of different specialties, but for the specifics of each, it is necessary to develop certain plans for their use in the educational process. Many experts have studied the impact of drones and virtual reality on the educational process, and most of them positively assess this impact in special schools [5], and other educational institutions of various levels [71], [72].…”

Section: Discussionmentioning

confidence: 99%

From traditional to digital: The impact of drones and virtual reality technologies on educational models in the post-epidemic era

Lu,

Dawod,

Ying

2023

Sustainable Engineering and Innovation

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Employment of various innovative tools for education in the post-epidemic era is an urgent issue of improving the quality and efficiency of education and the relevance of educational material. The study aims to investigate the impact of the use of drones and virtual reality in educational models of student learning in the post-pandemic period. The study was conducted using a quantitative method, a sociological survey, a pedagogical experiment, and mathematical processing of the results. The study involved fourth-year students (n=748) studying in the following specialties: geography and ecology (n=119), engineering, robotics (n=135), architecture and urban planning (n=120), agriculture, agronomy (n=118), information technology (IT) (n=139), journalism (n=117), and teachers (n=258) with more than 5 years of experience. For the educational process of students of each specialty, the scope of application of drones and virtual reality has been developed. Classes with the use of drones and virtual reality were held two times a week for one academic semester. Afterward, students were interviewed using an adapted questionnaire to study their attitudes toward virtual reality technologies and drones for learning. Students of all specialties positively evaluated various aspects of the use of drones and virtual reality in their educational process. The use of drones helps to improve student engagement and visual attention and has a positive impact on learning efficiency and student satisfaction with the learning process. Teachers approve of the use of drones and virtual reality in teaching but point out that further development of the methodology for training stakeholders in the educational process, infrastructure, improvement of curricula, and consideration of various aspects of technology use is needed to effectively implement drones and virtual reality in the learning process. The practical significance of this study is to present aspects of the use of drones in teaching students of certain specialties and to study the impact of the effectiveness of the use of these technologies on the opinions of students and teachers.

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“…The environment visualized by the user changes if he/she changes his or her orientation, providing greater realism to the scene. VR has been applied in many fields, such as medicine [19], psychology [20], industry [21], or teaching [22]. A recent literature review [23] concluded that there is a lack of rigorous studies comparing the VR shop and other shopping contexts, so that VR should be compared with various content display media, such as images or other web-based 3D interfaces.…”

Section: Introductionmentioning

confidence: 99%

Perceiving Design Features in New Interaction Environments: Comparing Rendered Images, 360° Rotation, AR, Immersive and Non-Immersive VR, and Real Product Interaction

Agost,

Vergara,

Bayarri-Porcar

2024

Applied Sciences

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The emergence of new display technologies can change the perception of product design features and their assessment. Previous studies are limited to comparisons between a few technologies; the real product is considered only occasionally. This work compares the perceptions of 10 design features in two household products, shown by five display technologies (image rendering, 360° rotation, and augmented, immersive, and non-immersive virtual reality), and also with the real product. Results show that the 360° rotation provides the best perception for the most important features. However, the perception of aesthetic features is better achieved with i_VR. Other global results vary depending on the product. Finally, interaction with the real product shows a quite different perception for many features. The results contribute to the understanding of product perceptions influenced by different displays, comparing them with perceptions generated through real interaction. It is expected that the conclusions will be used to optimize the presentation of product features.

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Virtual Reality as an Educational Tool for Elementary School

Cited by 9 publications

References 8 publications

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

Innovations in Education—The Development of a New Pedagogical Technology of a Combinational Type, Focused on the Development of Personality of Students

From traditional to digital: The impact of drones and virtual reality technologies on educational models in the post-epidemic era

Perceiving Design Features in New Interaction Environments: Comparing Rendered Images, 360° Rotation, AR, Immersive and Non-Immersive VR, and Real Product Interaction

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