Abstract
This paper explores the benefits of using Virtual Reality (VR) technologies in higher education. The theoretical part investigates the classical education system and its features in order to compare advantages of using VR systems in education. VR technologies and its current state in industry and in education were explored in addition to which branches of higher education use these systems. A survey was conducted through an online questionnaire where respondents (N = 55) gave their opinion on VR and the implementation of VR technologies in education. Three hypotheses related to the use of VR technology, student interest, and learning outcomes as well as the effectiveness, immersiveness and the effect of VR systems on the users were tested through 27 questions.
Highlights
Education—A Survey Questionnaire.The use of digital devices for learning and education purposes is increasingly widespread.This is noticeable in the period from 1997 to 2006, when networked computers were extensively used for shared learning, and in the period from 2007 to 2016, when so-called online digital learning became widespread
Upon completion of the analysis of individual items, taking into account control and inverse questions, which must be transformed in the same way, the calculation was made as to indicate a positive attitude towards a statement/hypothesis
Hypotheses were evaluated according to the average percentage of respondents who expressed positive attitudes with regards to the statements related to a particular hypothesis, based on mode and median
Summary
The use of digital devices for learning and education purposes is increasingly widespread. This is noticeable in the period from 1997 to 2006, when networked computers were extensively used for shared learning, and in the period from 2007 to 2016, when so-called online digital learning became widespread. During these two periods, people were questioning the potential to leverage new technologies such as virtual learning environments and mobile devices. As Colin and O’Brien stated [2], students are instructed to do their own peer review, to experiment on their own, and to try to connect their findings with known knowledge rather than passively accept what teachers offers to them
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