Virtual Reality Challenges in Education and Training

Velev, Dimiter; Златева, Пламена

doi:10.18178/ijlt.3.1.33-37

Cited by 96 publications

(88 citation statements)

References 4 publications

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“…However, despite the wide functionality and prospects of using virtual reality technologies in teaching, VR technologies have a number of disadvantages [36,37]:…”

Section: Resultsmentioning

confidence: 99%

Digital technologies in the industry: application of immersive training technologies in the oil and gas complex

et al. 2020

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The article substantiates the need to apply training and retraining programs for personnel for permanent work in the Arctic using digital technologies, namely VR / AR / MR technologies. The geopolitical features of the Arctic zone, difficult climatic conditions do not allow directly practicing the development of professional competencies and, therefore, require the introduction of a multi-stage system of personnel training using technologies of approximate reality. Such requirements for the personnel training system predetermine the need to search for relevant digital technologies that can create conditions that are as close as possible to the conditions of professional activity in hard-to-reach Arctic regions. When forming a personnel training / retraining system for oil and gas enterprises, in addition to the specified specific working conditions, it is also necessary to take into account the sectoral features of oil and gas enterprises, which also forms a number of functional requirements for the selection of relevant digital tools, the main of which for personnel training can be considered immersive technologies. Based on the above, the paper analyzes the use of immersive technologies by oil and gas enterprises, a comparative analysis of the directions of using immersive technologies in personnel training at oil and gas enterprises, identifies the positive and negative aspects of using VR / MR / AR technologies.

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“…However, despite the wide functionality and prospects of using virtual reality technologies in teaching, VR technologies have a number of disadvantages [36,37]:…”

Section: Resultsmentioning

confidence: 99%

Digital technologies in the industry: application of immersive training technologies in the oil and gas complex

et al. 2020

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“…VR is also widely used in learning and training when special skills are important to develop [1,35,39,60]. In particular, it is very helpful if the real environment is dangerous or impossible to recreate [38].…”

Section: Related Workmentioning

confidence: 99%

Augmented and virtual reality for physics: Experience of Kazakhstan secondary educational institutions

Daineko

Ipalakova

Tsoy

et al. 2020

Comp Applic In Engineering

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Currently, computer‐based training systems, such as virtual laboratories (VLs), are becoming more common not only in universities but also in secondary schools. For physics, VLs are of great importance, as they allow simulating processes that cannot be seen or reproduced. Technologies such as augmented reality (AR) and virtual reality (VR) help us to create such physical visualizations. This study presents a VL, which allows users to solve various physical practical tasks or problems with the help of three‐dimensional process visualizations performed in three different ways, namely desktop VR, AR, and VR using a Leap Motion controller. This study describes in detail the functionality and implementation of a VL. As an experiment, three schools were provided with the necessary equipment and software. Fifty pupils of the 9th grade used the developed VL for half of the academic year, after which they took part in a comprehensive survey. About 88% of them found the laboratory useful for studying physics. The children were satisfied with its functionality and usability. Interviews with teachers helped us to understand which of the three visualization methods is preferable for them and children in the present environment.

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“…MuVR merupakan suatu konsep interaksi antara pengguna di dalam dunia virtual yang dilengkapi dengan fungsi untuk berkomunikasi secara real-time dengan pengguna VR lainnya (Zhao, 2018). Dengan adanya MuVR diharapkan memicu munculnya paradigma baru pada metode dan model pembelajaran yang digunakan sehingga proses pembelajaran menjadi lebih aktif dan berpusat pada peserta didik (Velev & Zlateva, 2017).…”

Section: Pendahuluanunclassified

Evaluasi Faktor Manfaat Sistem Lingkungan Pembelajaran 3 Dimensi Berbasis Multi-User Virtual Reality (MuVR)

Rizal

Yusup

Voutama

2020

JTIIK

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Usabilitas suatu teknologi dalam pembelajaran merupakan salah satu isu yang paling menonjol dalam bidang pendidikan. Salah satu teknologi pembelajaran yang sedang berkembang saat ini adalah sistem lingkungan pembelajaran 3 dimensi berbasis Multi-user Virtual Reality (MuVR). MuVR merupakan perpaduan antara teknologi Virtual Reality (VR) dengan dunia virtual 3 dimensi di dalamnya. Suatu teknologi pembelajaran dapat dikatakan berhasil diterapkan ketika aspek usabilitas yang merupakan kunci keberhasilan dapat tercapai. Berdasarkan hal ini, maka penelitian ini berupaya untuk melakukan evaluasi usabilitas terhadap sistem pembelajaran yang yang telah dikembangkan, yaitu 3D-MuVLR (3-Dimensional Multi-user Virtual Learning Reality). Sistem ini merupakan sistem pembelajaran yang memanfaatkan teknologi VR dengan jenis semi-immersive. Metode evaluasi usabilitas yang digunakan dalam penelitian ini mengadopsi 12 prinsip heuristik yang diusulkan oleh Sutcliffe. Evaluasi heuristik ini merupakan perpaduan antara aspek usabilitas dan keberadaan pengguna di dalam lingkungan virtual. Proses evaluasi dilakukan oleh tiga evaluator. Hasil evaluasi menunjukan bahwa secara keseluruhan 3D-MuVLR dapat merepresentasikan lingkungan pembelajaran dengan baik. Walaupun demikian terdapat beberapa permasalahan aspek desain terkait dengan minimnya petunjuk atau informasi di dalam sistem mengenai prosedur untuk masuk atau keluar sistem dan informasi mengenai cara melaksanakan kegiatan pembelajaran. Selain itu ketika proses evaluasi dilaksanakan, ditemukan juga gejala cybersickness yang dialami oleh evaluator. Namun durasi penggunaan sistem yang menyebabkan cybersickness berbeda-beda untuk setiap pengguna. Walaupun demikian durasi penggunaan sistem kurang dari sepuluh menit, evaluator sudah mulai merasakan gejala cybersickness, seperti pusing. Berdasarkan hal ini faktor yang dapat mempengaruhi munculnya gejala cybersickness adalah gerakan atau posisi kepala pengguna dan spesifikasi perangkat keras yang digunakan. AbstractUsability in learning technology is one of the most prominent issues in education. One of the emerging learning technologies is the 3-dimensional learning environment system based on Multi-user Virtual Reality (MuVR). It is a combination of VR with a 3-dimensional virtual world. The successful of learning technology implementation is when its usability can be achieved. Therefore, this study aims to evaluate the usability of learning system that we have developed, which is 3D-MuVLR (3-Dimensional Multi-user Virtual Learning Reality). Furthermore, it is a learning system that utilizes semi-immersive VR. We adopted a usability evalution method consisiting of 12 heuristic rules proposed by Sutcliffe. It is a combination of usability and user’s sense of presence in the virtual world. The evaluation process involved three evaluators. The results showed that 3D-MuVLR can represent the learning environment as in a real world. However, there were several design aspect problems identified related to the lack of instructions of information in the system regarding procedures on how to enter or quit system and the absence of information on how to participate in learning activities. In addition, when the evalution process was carried out, we also found that the symptoms of cybersicness was experienced by evaluators. But the duration while they were using the system until they starts to feel sick varies for every user. Overall, although the duration of using the system was less than ten minutes, evaluators began to feel the symptoms of cybercickness, such as dizzines. Based on this, we found that the head position or movement and hardware specification are factors that cause this.

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Virtual Reality Challenges in Education and Training

Cited by 96 publications

References 4 publications

Digital technologies in the industry: application of immersive training technologies in the oil and gas complex

Digital technologies in the industry: application of immersive training technologies in the oil and gas complex

Augmented and virtual reality for physics: Experience of Kazakhstan secondary educational institutions

Evaluasi Faktor Manfaat Sistem Lingkungan Pembelajaran 3 Dimensi Berbasis Multi-User Virtual Reality (MuVR)

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