Virtual Reality in Horticultural Education: Pruning Simulated Fruit Trees in a Virtual Environment

Atkins, Terryl; O'Hagan, R.O.; Rogers, William J.; Pearson, Murray; Cameron, Elisabeth

doi:10.17660/actahortic.1996.416.30

Cited by 9 publications

(5 citation statements)

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“…The quantitative analysis on branching and fruiting rules of pruned parent shoots could help to select more effective pruning methods to increase fruit yield and to maintain high quality. It is apparent that the stochastic modeling and simulation of structures and functions of fruit trees will open numerous application areas, including virtual field trials, fruit yield prediction, virtual learning environment, as well as examples of optimization applications, such as planting density, fruit load, and canopy architecture [19].…”

Section: Discussionmentioning

confidence: 99%

Simulation and Quantitative Analysis of Branching Patterns of the Plum Tree

Ning¹,

Li²,

Wan³

2015

J. Computer Sci. Techno. Updates

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Background and Aims: Pruning fruit tree is undoubtedly a critical cultural practice which leads to sustainable production along with profitability of the trees. Several limitations of classic approaches pertaining to studying pruning techniques based mostly on fruit yields and quality evaluations have kept us from thoroughly understanding the growth habits of branches under field conditions. A simulation model of branching patterns of the plum tree (Prunus salicina cv. Sanhua) introduced in this paper enables both non-professionals and professionals to better understand and predict pruning effects on branching pattern and fruiting habit of the trees. The visual comparison of branching and fruiting characteristic of the prunedparent shootprovides immediate feedback on different pruning intensities at the level of shoots. Methods: Semi-Markov chains were built with diverse initial probabilities, transition probabilities and occupancy distributions to describe the number of occurrence of girl shoots along the pruned parent shoot. Branching structures were reconstructed using AmapSim computer software with different shoot types, considering topological and geometrical functions.

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Section: Discussionmentioning

confidence: 99%

Simulation and Quantitative Analysis of Branching Patterns of the Plum Tree

Ning¹,

Li²,

Wan³

2015

J. Computer Sci. Techno. Updates

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“…Since design education in higher education sees the global influence of collaborative online international learning (COIL) (Vahed & Rodriguez, 2021), synchronous hybrid learning can blur geographical boundaries in contemporary T&L. Secondly, the design team defined the PBL activities utilising immersive technology as the artefacts to generate disciplinary knowledge. With more development in education technology (Buck-Sorlin & Delaire, 2013) and increasing access to immersive systems (Renganayagalu et al, 2021), synchronous hybrid T&L activities become the supplement to traditional teaching (Atkins et al, 1996;Weber & Penn, 1995;Wu et al, 2019;Xia et al, 2009) to embrace knowledge related to humanity. The co-create project spanning the semesters helped develop better knowledge in discipline-specific content, skills in communication and group collaboration to enhance experiential learning, and its process of developing knowledge as artefacts, knowledge, activities, and humanity would be tested by the mixed method analysis.…”

Section: Development Of Hybrid Experiential Learningmentioning

confidence: 99%

An empirical study on immersive technology in synchronous hybrid learning in design education

Kee,

Zhang,

King

2023

Int J Technol Des Educ

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Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb’s experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study.

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“…As virtual plant modelling has reached its mature development [13] and students are now granted easier access to immersive systems and devices [14], virtual experiential learning of plantation management is now widely used to supplement traditional teaching in horticultural education [15][16][17][18]. As a signature pedagogy of horticultural education, team-based learning has already been widely adopted where students complete pre-work and attempt in-class activities individually and then work together in teams to solve applicational case studies [19].…”

Section: Introductionmentioning

confidence: 99%

Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education

Kee

Zhang

2022

Sustainability

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During the COVID-19 pandemic, horticulture and landscape management programmes in higher education experienced a huge drawback because of the impossibility of organising field studies and conducting site research. To pursue a more sustainable method of teaching, immersive technology such as augmented reality (AR) and virtual reality (VR) has been increasingly adopted as an effective approach for multimodal experiential learning. This study examines student perceptions on the use of digital technology in team-based hybrid learning to achieve sustainability in tree management using data collected from students of horticulture and landscape management in a higher education institute in Hong Kong. Key theoretical principles on Kolb’s experiential learning cycle as an interactive process are discussed, followed by an empirical analysis of student survey results. This research deepens the understanding of how immersive technology enhances both environmental sustainability and learning innovation. The results demonstrate that innovative ideas in instructional methods such as ARVR simulation can enhance the environmental sustainability of how tree management can be conducted, promoting a more environmentally conscious, experiential, collaborative and digital learning experience in higher education.

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Virtual Reality in Horticultural Education: Pruning Simulated Fruit Trees in a Virtual Environment

Cited by 9 publications

References 0 publications

Simulation and Quantitative Analysis of Branching Patterns of the Plum Tree

Simulation and Quantitative Analysis of Branching Patterns of the Plum Tree

An empirical study on immersive technology in synchronous hybrid learning in design education

Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education

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