VRCDEA‐TCS: 3D virtual reality cooperative drawing educational application with textual chatting system

Darabkh, Khalid A.; Alturk, Farah H.; Sweidan, Saadeh Z.

doi:10.1002/cae.22017

Cited by 31 publications

(9 citation statements)

References 43 publications

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“…Virtual reality (VR) is an artificial environment that is presented to the user as a three-dimensional (3D) view which creates the illusion of being inside that environment instead of looking to a normal image [40] [41]. In order to generate realistic feeling, virtual reality is basically created on a computer targeting two senses: sight and sound in combination with physical spaces and multi-projected environments to simulate a physical presence in an imaginary environment.…”

Section: Introductionmentioning

confidence: 99%

VREG: A Virtual Reality Educational Game with Arabic Content Using Android Smart Phone

Sweidan¹,

Darabkh²

2018

JSEA

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In the last few decades, technology found its way from being a wild sci-fi dream, only seen in movies, to being an important element of all aspects of life. The technological industry bloomed quite rapidly where the technological solutions have made any process you can think of easier, faster and more efficient. Educational methodologies started off simple, having a teacher using simply his/her words and some writing along with it. With technology entering the field of education, teaching methods were enhanced and the quality of its outcomes was improved. However, sadly in Arab countries that was not the story. In other words, the use of new education technologies is still limited to basic and simple tasks. In fact, to add to the agony, most of the programs used are poorly implemented and rarely applied. Interestingly, as many studies confirm and from the simple observation of kids playing, it is found that most children are very attracted to new technologies and their applications. Those interests not only changed what a normal childhood would look like, but also introduced a multi-billion industry of electronic games. Virtual Reality (VR) games were introduced a few years back starting a gaming revolution, allowing gamers to enter the world of their dreams. Similar to most technologies, VR started to become more affordable with time. Multiple companies have competed to give us amazing VR products such as Samsung Gear. In this manuscript, we present a Virtual Reality Educational Game (VREG), which is an interactive 3D game with Arabic content that targets the students between age 4 and 8 and can be played on a smart phone. VREG includes multiple games that cover the different concepts of Arabic and English languages alongside math, aiming to help the student to learn through playing. In order to make sure that our game reaches wanted education standards, we put it to the test in two private schools; the feedback was very positive from both teachers and students where the majority of users enjoyed their experiments in VR games.

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Section: Introductionmentioning

confidence: 99%

VREG: A Virtual Reality Educational Game with Arabic Content Using Android Smart Phone

Sweidan¹,

Darabkh²

2018

JSEA

Self Cite

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“…However, although there is not a clear definition of learning technology [18], researchers agreed that these technologies are utilized by both instructors and students and can include the internet [19], the intranet [20], LMS [1], chat systems [21], email [22], gamification [23], online classes [24], AI [25], VR [26], AR [27], mobile learning [28], voice assistants [29], the internet of things [30], and others. Since the higher education environment is significantly larger than other educational settings, many of these learning technologies have been implemented.…”

Section: B Learning Technologies In Higher Educationmentioning

confidence: 99%

Learning Technologies among Academics in the United Arab Emirates: One Academic Year since COVID-19

Shahin¹,

Arfaj²

2022

IJIET

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This research aims to investigate the adoption of learning technologies among academics in higher education institutes within the United Arab Emirates (UAE) after completing one academic year teaching through a hybrid technique due to the Coronavirus (COVID-19) pandemic. The researchers propose a validated framework that integrates the Technology Acceptance Model (TAM), Social Cognition Theory (SCT), and Innovation Diffusion Theory (IDT). The research was conducted using the quantitative method, where 170 academics from 22 higher education institutes in the UAE completed an online survey. The researchers found that the adoption of learning technologies depends on the individual academics and the higher education institutes; therefore, the researchers suggest building a more effective strategy to accelerate adoption. Additionally, the researchers also found that the academics’ perceptions of the usefulness of learning technologies do not affect their behavior while utilizing them, and that the behavioral intention does not affect the actual usage of the learning technologies.

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“…Virtual reality has the ability to attract a person to a new world and has the capacity to improve the quality of education by unlocking the potential to learn more than before. (Darabkh, et al, 2018). Remembering and reading books and listening to the subject matter delivered by the teacher becomes boring for students.…”

Section: Introductionmentioning

confidence: 99%

Development of Android-Based Millealab Virtual Reality Media in Natural Science Learning

Zulherman

Amirulloh

Purnomo

et al. 2021

JPSI

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Basically, media is something that cannot be separated from the learning component. The use of unattractive and varied media can make students bored and bored when the learning process takes place. This research was conducted with the aim of developing or producing a learning media product based on the use of virtual reality technology. The method used in this research is the research and development (RD) method. This media development focuses on learning Natural Sciences for grade V Elementary Schools. The initial stage of this research is by validating media experts and material experts. Then test the feasibility of media products to the teacher before testing the product to students. The results of the validation by media experts and material experts obtained criteria strongly agree with the results of validation by media experts by 85% and material experts by 92%. Then the media feasibility test conducted by the teacher obtained 89% results with the criteria strongly agree. The feasibility of media products for use by students was carried out through product trials at SDS Muhammadiyah 9 Jakarta with a total of 21 students. The results obtained show a percentage of 86% with very agree criteria.

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VRCDEA‐TCS: 3D virtual reality cooperative drawing educational application with textual chatting system

Cited by 31 publications

References 43 publications

VREG: A Virtual Reality Educational Game with Arabic Content Using Android Smart Phone

VREG: A Virtual Reality Educational Game with Arabic Content Using Android Smart Phone

Learning Technologies among Academics in the United Arab Emirates: One Academic Year since COVID-19

Development of Android-Based Millealab Virtual Reality Media in Natural Science Learning

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