Virtual Technologies Trends in Education

Martín-Gutiérrez, Jorge; Luis, Carlos Efrén Mora; Añorbe-Díaz, Beatriz; González-Marrero, Antonio

doi:10.12973/eurasia.2017.00626a

Cited by 360 publications

(212 citation statements)

References 19 publications

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“…First, while more advanced educational technology (e.g., virtual laboratory and other online simulation applications) has been employed in various disciplines of engineering education (see Martín‐Gutiérrez, Mora, Añorbe‐Díaz, & González‐Marrero, for a review), we found that engineering instructors using the flipped classroom approach usually provide video lectures, text‐based materials, and online quizzes to assess students' preclass understanding. Only Ghadiri et al () provided a virtual laboratory for students to create and observe their own simulations before class.…”

Section: Discussionmentioning

confidence: 99%

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

Hew

2019

J of Engineering Edu

113

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Background The flipped classroom has become more widely used in engineering education. However, a systematic and quantitative assessment of its achievement outcomes has not been conducted to date. Purpose To address this gap, we examined the findings from comparative articles published between 2008 and 2017 through a meta‐analysis to summarize the overall effects of the flipped classroom on student achievement in engineering education. Scope/Method We searched and analyzed journal and conference publications on flipped classroom studies in engineering education in K‐12 and higher education contexts. Twenty‐nine comparative interventions were included in a meta‐analysis involving 2,590 students exposed to flipped classroom and 2,739 students exposed to traditional lectures. A content analysis was also conducted to determine how the flipped engineering classroom benefits student learning. Conclusions The meta‐analysis comparing these 29 traditional—flipped interventions in relation to student achievement showed an overall significant effect in favor of the flipped classroom over traditional lecturing (Hedges' g = 0.289, 95% CI [0.165, 0.414], p < .001). A moderator analysis showed that the effect of the flipped classroom was further enhanced when instructors offered a brief review at the start of face‐to‐face classes. Our qualitative findings suggest that self‐paced learning and more problem‐solving activities were the two most frequently reported benefits that promoted student learning. Based on quantitative and qualitative support, several implications are identified for future practice, such as offering a brief in‐class review of preclass materials. Some recommendations for future research are also provided.

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Section: Discussionmentioning

confidence: 99%

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

Hew

2019

J of Engineering Edu

113

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“…There are many studies which discuss the advantages and disadvantages of using AR in education . In ref.…”

Section: Introductionmentioning

confidence: 99%

Step‐by‐step augmented reality in power engineering education

Opriş

Costinaş

Ionescu

et al. 2018

Comp Applic In Engineering

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For digital native generations, augmented reality (AR) represents a friendly way to enrich reality with virtual, computer‐generated elements. Considering the students’ proficiency for the use of smartphones, internet and of continuously refreshing applications, AR is very suited for a modern engineering education. In this field, AR supports a better understanding and a thorough learning, while increasing the commitment and the motivation for learning. The paper presents the step‐by‐step approach to the AR technology adopted within the Power Engineering Faculty of the University POLITEHNICA of Bucharest, Romania. Such an approach lets students and teachers time to get used to the change, to adjust the vision of AR implementation according to the results obtained so far and to keep up to the newest available technologies. Based on the Aurasma free platform, augmented information, images, and videos were created to appear in books, presentations, and on experimental units for three laboratories. Within the paper, the way in which AR works, may be directly experienced by the reader, as it was by a group of students and faculty members included in a pilot study. According to their feedback, the use of AR in power engineering education facilitates a better understanding of this complex technical domain, providing new and challenging opportunities to integrate theory with practice and to acquire authentic skills in their professional areas.

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“…One of the industry branches using the VR benefits to a great degree is the automotive branch [9]. The VR has also plenty of applications in medicine and biomedical engineering [10,11] and general education [12]. VR, as well as Augmented Reality (AR), plays an important role in Factories of the Future, within the Industry 4.0 concept [13,14].…”

Section: Introductionmentioning

confidence: 99%

Building Virtual Reality Applications for Engineering with Knowledge-Based Approach

Górski¹

2017

Management and Production Engineering Review

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Accepted: 10 December 2017The paper presents a novel methodology of building industrial Virtual Reality applications with use of a knowledge-based approach. Virtual Reality is becoming more and more widespread in engineering applications. However, most solutions are immediate and not flexible, especially in maintenance. Traditional way of programming VR applications makes all the knowledge about a product or a process hard-coded, effectively losing access to it from the outside of the programming software. Besides, making new solutions without any methodology whatsoever makes the process longer and less effective. The author proposes to use general rules of available Knowledge Engineering methodologies in order to make the process of building VR applications more effective and to ensure their flexibility and access to stored knowledge, even after an application is deployed. The presented methodology is supported with practical case studies.

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Virtual Technologies Trends in Education

Abstract: Virtual reality captures people's attention. This technology

Cited by 360 publications

References 19 publications

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

Step‐by‐step augmented reality in power engineering education

Building Virtual Reality Applications for Engineering with Knowledge-Based Approach

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