Present Education Research Articles

PERCEPÇÕES REFLEXIVAS SOBRE A PRESENÇA DE PROFESSORES NA EDUCAÇÃO INTANTIL: DESAFIOS E PERSPECTIVAS

This paper focuses on reflective perceptions about the presence of male teachers in Early Childhood Education, exploring the challenges and perspectives related to this issue. The research seeks to analyze the male presence in Early Childhood Education teaching, its challenges and perspectives, reflecting on how this presence can influence the quality of teaching and the development of children. This is because our hypothesis is to reflect on the importance of the presence of male teachers in the education of young children, considering gender diversity and the construction of an inclusive and equal education. The methodology used in this study is qualitative in nature, based on a bibliographical review and content analysis of articles, books and documents related to the topic. Renowned authors such as Paulo Freire, Jean Piaget, Lev Vygotsky, Carlos Brandão, Heywood and Kuhlmann were considered, who contributed to understanding the presence of teachers in Early Childhood Education and to the concept of reflective teaching, which discusses inclusive and equal education. The main references used in this research deal with teacher training, the importance of gender diversity in Early Childhood Education, critical reflection on gender stereotypes and the social construction of masculinity. Also noteworthy are the works of Pimenta and Ghedin who discuss reflective teaching as an important pedagogical approach to encourage teachers to question their practices and reflect on their conceptions. In addition, our study is qualitative in nature and is based on participant research, the data collected from which was also based on the application of a questionnaire to the participants. As a result, we concluded that the presence of teachers in Early Childhood Education is fundamental to promoting quality education, under the reference of “reflective teaching”, when teachers are encouraged to develop a critical and reflective stance in their pedagogical practice, contributing to the construction of a more equal and respectful education. However, there are still challenges to be faced, such as deconstructing gender stereotypes and valuing diversity in the composition of the teaching staff for Early Childhood Education, which suggests a time for reflection, which includes other and new perspectives for the presence of teachers in classes of young children.

PERCEPÇÕES REFLEXIVAS SOBRE A PRESENÇA DE PROFESSORES NA EDUCAÇÃO INTANTIL: DESAFIOS E PERSPECTIVAS

This paper focuses on reflective perceptions about the presence of male teachers in Early Childhood Education, exploring the challenges and perspectives related to this issue. The research seeks to analyze the male presence in Early Childhood Education teaching, its challenges and perspectives, reflecting on how this presence can influence the quality of teaching and the development of children. This is because our hypothesis is to reflect on the importance of the presence of male teachers in the education of young children, considering gender diversity and the construction of an inclusive and equal education. The methodology used in this study is qualitative in nature, based on a bibliographical review and content analysis of articles, books and documents related to the topic. Renowned authors such as Paulo Freire, Jean Piaget, Lev Vygotsky, Carlos Brandão, Heywood and Kuhlmann were considered, who contributed to understanding the presence of teachers in Early Childhood Education and to the concept of reflective teaching, which discusses inclusive and equal education. The main references used in this research deal with teacher training, the importance of gender diversity in Early Childhood Education, critical reflection on gender stereotypes and the social construction of masculinity. Also noteworthy are the works of Pimenta and Ghedin who discuss reflective teaching as an important pedagogical approach to encourage teachers to question their practices and reflect on their conceptions. In addition, our study is qualitative in nature and is based on participant research, the data collected from which was also based on the application of a questionnaire to the participants. As a result, we concluded that the presence of teachers in Early Childhood Education is fundamental to promoting quality education, under the reference of “reflective teaching”, when teachers are encouraged to develop a critical and reflective stance in their pedagogical practice, contributing to the construction of a more equal and respectful education. However, there are still challenges to be faced, such as deconstructing gender stereotypes and valuing diversity in the composition of the teaching staff for Early Childhood Education, which suggests a time for reflection, which includes other and new perspectives for the presence of teachers in classes of young children.

Exploring the Foundations of Islamic Education: Insights from Ibn Sina and Ibn Khaldun

Education is the application of philosophy and cannot be separated from one another. Education and philosophy are crucial in human life, including in Islamic education. Islamic education refers to the educational system and practices based on Islamic principles and values. The perspectives of Islamic education are motivated by various thoughts of Islamic figures and scientists sourced from the Qur'an. This study aims to explore the foundations of Islamic education according to Ibn Sina and Ibn Khaldun's perspectives and to show whether or not the perspectives can complete each other and are still relevant to education nowadays. The method used is a literature study with a qualitative approach. The data were presented as descriptive data based on the analysis of Ibn Sina and Ibn Khaldun from various sources, including documents and texts. The results show that Ibn Sina and Ibn Khaldun's perspectives have a specific pattern that complements each other and can be expanded in the modern era.

Student Skills in Operating CorelDraw 2020 Application on Class XI DKV SMKN 4 Samarinda

This research is descriptive qualitative in nature and was conducted during the 2023/2024 academic year on the topic of operating CorelDraw 2020. The subjects of this study were 34 students from class XI DKV 2. The object of the research was the students' skills in operating CorelDraw 2020, categorizing them as very skilled, skilled, or less skilled. The research activities included observation, practical tests, interviews, and documentation. Data analysis techniques involved data reduction, data presentation, and triangulation. Based on the research results and discussions, it can be concluded that the skills of class XI students at SMK Negeri 4 Samarinda in practicing exercises related to operating CorelDraw 2020 are generally skilled. Specifically, it was found that 11 students were very skilled, 13 students were skilled, and 10 students were less skilled in operating CorelDraw 2020. Factors contributing to the less skilled performance of some students include a lack of active participation in lessons, not following the teacher's demonstration steps, and not actively asking questions or taking notes on the material. On the other hand, the factors contributing to the skilled performance of students include regularly reviewing lesson materials at home and using tutorial videos for learning. Generally, students struggled with tasks such as managing outlines, combining objects, inserting objects using PowerClip Inside, positioning objects with shortcuts, using the Artistic Media tool, trimming objects using other objects, and using LiveSketch.

Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico

Interactive communication platforms have been widely used to support online teaching. However, during the Coronavirus Diseases 2019 (COVID-19) pandemic they gained unprecedented relevance since they allowed educational processes to continue. This study investigated the relationship among interactive communication technology tools, perceived instructor presence, student satisfaction and engagement in hybrid courses post-COVID-19 lockdown. An electronic questionnaire was administered to 1086 students from a public university in Mexico that implemented a hybrid class model using Microsoft Teams after the lockdown. Jamovi and WarpPLS were used to perform confirmatory factor analysis and structural equation modeling. The findings revealed that interactive technological communication tools positively impact the instructor's perceived presence, student satisfaction and engagement. Similarly, commitment significantly positively impacted student satisfaction. The model demonstrated a good fit. The findings were consistent with studies before and during the lockdown. The instructor's perceived presence promotes student engagement and satisfaction, and Microsoft Teams effectively facilitates this presence. These findings suggest that interactive communication tools are and will be significant in educational contexts and modalities. This study provides useful insights for educators, course designers and educational administrators, emphasizing effective communication with students and implementing interactive technological communication tools to enhance hybrid learning in the post-pandemic era.

Scrunitizing Social Presence of In-Service EFL Teachers’ Instruction in The Enactment Of Blended Learning

Technology utilization learning is gaining popularity especially when online learning is conducted during and after the worldwide pandemic. Many studies have examined blended learning as an effort to integrate online learning and face-to-face learning which has an impact on increasing student engagement, improving learning outcomes, and providing a more flexible and personalized educational experience. However, the results of previous research also reported that the application of online learning has minimal interaction, thus leading to less meaningful learning. To respond to these problems, this study aims to investigate perceptions about the application of social presence in English teaching in the implementation of blended learning. The results of this study show that quantitatively English teachers have applied 3 important aspects of social presence, of which 59.82% agreed with teaching activities based on affective categories. Followed by the second position, which strongly agrees with 39.50% and disagrees with the application as much as 0.69%. In the Open Communication category, as many as 62.37% of English teachers also agreed with the implementation of this activity, 34.72% strongly agreed, and as many as 3% expressed disapproval. Meanwhile, on the concept of group cohesion, as many as 64.63% agreed, and 35.37% strongly agreed with this concept.

Improving pre-service English teachers’ native cultural knowledge and English language knowledge of native culture in a PBL classroom

ABSTRACT Purpose: Globalization underscores the importance of developing language learners' intercultural communication competence (ICC). English language teacher education nowadays thus necessitates pedagogy training on not only linguistic, but also intercultural dimensions. However, the development of PSETs' home-country cultural knowledge (HCK) and English language knowledge of home-country culture (ELKHC) has been overlooked. Given the wide application of project-based learning (PBL), this study aims to enhance Chinese PSETs' HCK and ELKHC via group projects. Top of Form Bottom of Form. Design: The study was conducted within a PSET training course involving 43 participants at a Chinese university. An intervention comprising four group projects was implemented, which required participants to utilize various technologies to showcase Chinese culture via the English language. The instructor's evaluation, students' self-evaluation, and reflective journals were collected. Findings: Quantitative analysis of the students' self-evaluations and the course instructor's evaluations demonstrated that the PSETs made significant progress in HCK and ELKHC. Qualitative analysis of students' reflective journals showed their learning experiences, gains, challenges, and solutions. Originality/value: This study highlights how PBL affords authentic learning experiences and stimulates learning motivation and autonomy. Strategies for helping learners make more progress in HCK and ELKHC via PBL are also discussed. Ultimately, we believe this study offers insights into the training and development of foreign language professionals.

Exploring Health Science Students' Experiences of Learning Management Systems: Through the Lens of the Community of Inquiry Framework


 
 
 
 
 The digital revolution in education, particularly in higher education, has led to the widespread adoption of online learning platforms like Learning Management Systems (LMS). The Faculty of Health at Universitas Jenderal Achmad Yani Yogyakarta has embraced this trend, employing Moodle for blended learning. However, there has been a lack of formal evaluation of students' experiences with the LMS. This research aims to fill this gap by comprehensively evaluating the user experience and learning experience of students within the Faculty of Health using the Community of Inquiry (CoI) framework. The study collected data from 201 respondents and analyzed their experiences across various CoI domains. Results indicated positive perceptions of teaching presence, social presence, and cognitive presence, with teaching presence scoring the highest. However, social presence remained the lowest aspect, highlighting the need for more personalized engagement on the LMS. While the study identified areas for improvement, it also underscored the LMS's potential in modern learning and its role in enhancing the flexibility of higher education. Further research was recommended to address the study's limitations and continue improving online learning experiences on the LMS.
 
 
 

Pedagogical Strategies for Enhancing Online Collaboration

Purpose: The main objective of this study was to examine the pedagogical strategies for enhancing online collaboration among learners.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings reveal that there exists a contextual and methodological gap relating to pedagogical strategies for enhancing online collaboration. The study provides insights into effective pedagogical strategies for fostering collaboration in online education, emphasizing structured group activities, peer feedback, social media integration, instructor presence, gamification, and cultural sensitivity. It highlights the importance of designing collaborative learning experiences that engage learners, promote interaction, and build community. The findings underscore the pivotal role of instructors in guiding collaborative efforts and fostering a supportive online environment. Continuous research and professional development are essential to enhance the quality of online collaboration, empower learners, and address emerging challenges in digital learning.
 Unique Contribution to Theory, Practice and Policy: Social Constructivism, Community of Inquiry framework and the Connectivism theory may be used to anchor future studies on pedagogical strategies for enhancing online collaboration. The study on pedagogical strategies for enhancing online collaboration recommends that educators diversify collaborative learning activities, leverage technology tools, foster a sense of community, provide scaffolding and support, and support faculty development and infrastructure to create enriching online learning experiences for students. By incorporating these recommendations, educators, instructional designers, policymakers, and educational institutions can promote collaboration, engagement, and success in online courses, ultimately enhancing the quality and effectiveness of online education.

Edukacja domowa w okresie Polskiej Rzeczypospolitej Ludowej – przypadek odnaleziony

Introduction: The article concerns home education in the People’s Republic of Poland which was cultivated by Danuta and Bartłomiej Maria Boba. They did not send their five children to school in the years 1952–1981; despite the ban, they educated them on their own. Research Aim: The aim of the study was to fill an existing gap in the knowledge about the story of home education in Poland after the Second World War. So far, there have been no known examples of homeschooling in the socialist times. It was thought that it did not take place at all and only started to emerge after the political changes. Method: The study is of a qualitative nature; it was conducted using the narrative interview method. The resulting material was subjected to analysis and interpretation. Additionally, document examination was used. Results: Despite the government’s efforts to force all citizens into participation in the education system controlled by the state, there was a case of homeschooling in Poland. The reconstruction of the Boba family’s experience gives knowledge of the motivation to raise children away from the influence of school, as well as on the methods and effects of teaching off school. It brings knowledge of the values the family attached to home education and provides a proof of determination of the parents who stood firmly in their commitment despite repressions against them. Conclusions: The case retrieved is isolated. The hardships suffered by the Boba family did not contribute to any legal changes, nor did they affect other families’ fates. Their fight against the communist regime complements the image of home education known so far and enables a better understanding of it. It shows how important it can be for parents to raise children in line with their own conscience. Freedom, reconstructed in previous studies as a core value attributed to home education both nowadays and in the distant past, turned out to be the core value in this case as well. The Boba family education is a historical link between tradition and the present day of Polish homeschooling.

Teaching of Forensic Dentistry in Khartoum, Sudan

Background: Dental professionals assist with legal and criminal matters through the practice of forensic dentistry which has evolved over the past century and is now a crucial component of undergraduate dental education in many nations. The need for formal training in the subject and its inclusion in dental curricula were acknowledged and addressed in the 1960s and 1970s. Aims: This study aimed to investigate the teaching of forensic dentistry in dental universities of Khartoum, Sudan, and to propose certain topics and teaching criteria to be standardized in forensic dentistry teaching in Sudan. Materials and methods: An observational, descriptive study was conducted, involving all undergraduate dental institutions in Khartoum, Sudan. Institutional websites were searched using the Google search engine to obtain the dental program curricula in English. The curricula were then analyzed to identify the presence of forensic odontology/dentistry teaching. Results: Of the 19 universities included in the study, five (26.3%) teach forensic dentistry in their undergraduate curricula, whereas 12 (63.1%) do not. Two universities (10.6%) indicated the presence of forensic dentistry teaching in their curricula but did not provide actual instruction. The teaching of forensic dentistry mainly occurred during the second, third, and fourth years of the dental program. Three universities considered it an independent subject, while two universities incorporated it into oral and maxillofacial pathology. Four universities provided lectures only, while one university combined lectures and practical sessions. Qualified forensic dentists taught the subject in four universities, while one university had general dentists as instructors. The main topics delivered are: (1) introduction to forensics, (2) human identification, (3) dental age estimation, (4) interpretation of bitemarks, (5) DNA in forensics, and (6) child abuse. Conclusion: Forensic dentistry training is currently undervalued in Sudan due to various limitations. It is recommended that all dental schools in Sudan offer opportunities for students to learn and become acquainted with forensic dentistry as part of their dental programs. The Sudanese Dental Council should establish formal coordination with academic institutions and experienced forensic dentists to ensure the quality and relevance of the proposed modular course within the educational system. Finally, additional topics including dental record-keeping and dental malpractice are suggested for inclusion in the current modules.

Mentoring as a way to the professional development of in-service physics teachers

Nowadays education is facing new challenges based on the changes in the world and society. The generation of pupils has changed and their needs are different to what the teachers were used to. The change not only in teaching and learning methods but also in the way of thinking is necessary. To help teachers to find a different point of view on education and implement the changes, the Regional teachers’ support centres were established. The first two launched in 2021 and within three years there should be 40 centres across Slovakia. The main idea is to provide individual support for primary and lower secondary teachers as well as training in five main topics -i) school curriculum, ii) assessment and evaluation of pupils’ learning outcomes, iii) educational process and teaching style, iv) personalization and inclusive education, v) digitalization. Individual support is provided by a mentor in the form of class observations and mentoring conversations. The physics teachers can be involved and work on professional self-development in the topics they feel they want to improve. The paper reports on the mentors’ activities with the main focus held on the possibility of the in-service physics teachers’ professional development.

Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning

Little research has been conducted to investigate relationships between students’ community of inquiry (CoI) perceptions and their attitudes towards reading circles (ARC). To bridge the gap this quantitative research reports a cohort of Chinese students’ perceptions of CoI and its prediction for their attitudes towards reading circles (RC) in English as a Foreign Language learning. The researchers administered and collected 202 valid questionnaires. They analyzed the correlations between CoI and ARC dimensions, did regression analyses and came up with insightful findings. It’s found that, concerning CoI, students have more positive perceptions of teaching and cognitive presences than of social presence. Meanwhile teaching presence, cognitive presence, social presence of CoI and usefulness, affect, and behavior of ARC are closely correlated. CoI teaching presence and cognitive presence are significant predictors for usefulness and behavior of ARC, while the combination of the three CoI presences predicts affect of ARC. Investigating the relationships between a longstanding CoI framework and a fledging ARC scale provides great implications for Chinese blended EFL teaching, especially in reading courses.

EXPLORING THE PERSPECTIVE OF UPTQ STUDENTS: SURPASSING LIMITATIONS WITH DIGITAL APPLICATIONS FOR MEMORIZING THE QUR'AN

The presence of 4.0 technological advancements and the transformative forms of globalization have significantly impacted various aspects of life for modern society. Changes in culture, mindset, activities, politics, economics, and even the field of education nowadays tend to diminish the spiritual values of individuals and groups, particularly among students. The existence of the digital Qur'an also contributes to their interest in exploring the depth and convenience of memorizing the Qur'an. This research aims to describe the perspectives of students in memorizing the Qur'an with the help of a digital Qur'an application. The research method employed is qualitative research with a descriptive approach. The research subjects consisted of 68 individuals who joined a WhatsApp group. Data collection techniques involved observation, and in-depth interviews with the subjects, and the obtained data were analyzed descriptively. The study's findings recommend that the students' perspectives on the application for memorizing the Qur'an are highly positive, including a high interest in using the digital Qur'an, the beneficial features it provides, the impact of the digital Qur'an's existence, and the functions it encompasses.

Insights into a Community of Inquiry that emerged during academics’ emergency remote university teaching of chemistry in response to concern for students

ABSTRACT Background Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn new strategies and methods, along with a shift in their beliefs. Whilst online learning of chemistry is commonplace in many higher education institutions globally, the integration of computer and digital technologies in teaching chemistry in developing countries had been limited prior to the 2020 pandemic. Purpose In this study, the experiences, perceptions, and teaching strategies of university chemistry teachers in the Philippines have been explored during the transition of their instruction to emergency remote teaching at two timepoints during the COVID-19 pandemic. Sample Data were collected in the form of survey responses from 139 participants representing 35 universities and colleges across the nation. Results No strong relationships were found between participants’ experiences and their academic rank, length of service, or institution type, suggesting university chemistry teachers took similar approaches to quickly adopt and adapt available technologies to deliver the required curriculum. Since the Philippines continues to struggle to establish a robust infrastructure to promote online and technology-enhanced learning, participants had to devise pedagogies and practices that would allow accessible learning experiences for their students by curating online tools that would require minimal bandwidth and low internet data consumption. Using abductive methodology, the Community of Inquiry (CoI) framework was employed as a guide in interpreting university chemistry teachers’ experiences and perceptions about their implementation of emergency remote teaching using online technologies. Whilst participants had limited prior experiences in employing online learning pedagogies, key elements of the CoI framework became apparent through the new technologies and practices implemented by university chemistry teachers which fostered teaching presence, cognitive presence, and social presence.

Exploring the Factors Influencing the College Students’ Engagement in Mobile Learning in Palestine

This study aims to explore the factors influencing students’ engagement in mobile learning at Palestine Technical University Kadoorie. It utilizes a mixed research approach that combines both quantitative and qualitative designs. The study sample consists of 37 college students from two different faculties: Arts and Educational Sciences, and Applied Sciences. Data were collected using a pre-existing scale for engagement and its factors. Semi-structured interviews were conducted with 12 students who completed the scales. The findings showed a statistically significant difference in the total engagement scores, specifically in the emotional engagement dimension. However, there was no statistical significance found in the social, cognitive, or behavioral domains. Factors related to instructors are influential factors in student engagement and have been found to be statistically significant. Qualitative findings supported the quantitative results for this question, which showed subthemes of instructor-related factors such as instructor presence, motivation, teaching strategies, and technical environment. Researchers recommend that policymakers and educators prioritize the engagement factors of students in mobile learning. One of the limitations is the generalizability of this study. The participants who were surveyed were exclusively sourced from two departments within one university. To broaden the scope, we suggest that future research include individuals from various disciplines, universities, academic institutions, and students.

Enhancing learning effectiveness in livestream teaching: Investigating the impact of teaching, social, and cognitive presences through a community of inquiry lens

<abstract> <p>Presence can promote online learners' learning effectiveness in higher education, but in livestream teaching, the influential relationship between different types of presence and learning effectiveness is unclear. Therefore, based on the Community of Inquiry (CoI) Framework, we used structural equation, hierarchical regression, and the Bootstrap self-serving method to conduct a survey on college students participating in livestream teaching practice. The research findings revealed that livestream teaching substantially impacts learning effectiveness, with teaching presence, social presence, and cognitive presence all playing crucial roles. Notably, teaching presence has a significant positive influence on learning effectiveness through two key mediating factors: Social presence and cognitive presence. Consequently, three distinct mediating paths are identified. Among these three mediating paths, the most optimal route for teaching presence to enhance learning effectiveness is mediating cognitive presence. In conclusion, we recommend improving the livestream teaching environment, guiding learners toward active participation to promote a sense of embodiment, and elaborately designing livestream learning activities to improve interactivity. Finally, this paper offers evidence and insights for the improvement of livestream teaching in colleges, which will enhance learners' overall learning effectiveness.</p> </abstract>

Alone but not isolated: social presence and cognitive load in learning with 360 virtual reality videos.

This study aimed to identify any differences in social presence and cognitive load among three types of 360 virtual reality (VR)-based videos lectures. We hypothesized that social presence would be higher when interactions among peers are visible in a 360 VR video lectures while the cognitive load would be also increased. A total of 48 college students were randomly assigned to one of the three study groups to view an assigned 360 VR video lecture. The three groups were: (1) an instructor-only video viewing group, (2) a classroom lecture video viewing group, and (3) a classroom lecture and activity video viewing group. The video lectures were differently designed depending on the levels of peer visibility and the interactions between the instructor and peers. The participants watched one of the three types of assigned video lecture and subsequently completed two sets of questionnaires regarding social presence and cognitive load. A multivariate analysis of variance (MANOVA) was conducted with a planned contrast analysis for the type of video lectures. We found that, contrary to the hypotheses, students in the group 1 (instructor-only video) showed higher social presence scores than students in the groups 2 and 3. However, no significant differences were found in the cognitive load scores. The results show that 360 VR video lectures with an instructor-only are more effective at enhancing users' social presence than 360 VR video lectures with both the instructor and class-peers. We suggest creating 360 VR video lectures with the presence of the course instructor to offer learners the sense of actually participating in a lecture.

Students’ Perception of Virtual Reality Applications to Analyse Daylighting and Spatial Functions in Architecture and Environment

The use of various pedagogies is essential to aid the complex learning of architectural students, especially due to tools for visualising design becoming advanced. Accordingly, experiential learning by simulation or physical presence and case study-based learning in teaching and learning architecture are essential. Using virtual reality (VR), students are able to experience the simulation of daylighting virtually in their modelled case study from various places in the world. Thus, this study investigated the students’ perception of using VR in learning daylighting in architecture. The study’s objectives were to (1) understand the learning process using VR, (2) assess students’ acceptance level of the use of VR, (3) compare VR and traditional methods of architectural learning and (4) suggest improvements needed for using VR for teaching and learning in architectural undergraduate programmes. A mixed methodology consisting of a questionnaire and observation was used for this study. A questionnaire was distributed to 15 students who had gone through a workshop on visualising a case study that was modelled in three dimensions to simulate daylight. Students found that using VR was very useful in understanding daylight and daylight use in space. The study found almost all students (93.4%) agreed that using VR enhanced their learning skills and 80% of the students responded that visualising daylight in VR enabled them to establish their tasks more quickly. This workshop helped students construct their knowledge, enhance the learning experience and motivate learning of daylight using VR. This study concludes that VR is a great tool for teaching and learning.

Virtual Reality Technology Applied to the Immersive Experience of Teaching Art History

Abstract Based on the demand to adapt to the future development of education, the application of virtual reality technology in the field of education is becoming more and more extensive and in-depth. This paper applies virtual reality technology to art history teaching, constructs an art history teaching method using virtual reality technology, and designs a complete teaching process. The EEG signals of students in the teaching process are collected and pre-processed. The features in the EEG signals are extracted by using the SPCNN model with dual convolutional kernels in parallel. The EEG features are output through the convolutional layer and the all-connected hierarchy processing. A support vector machine calculated the maximum distance between the samples and the hyperplane, and the classification and recognition results of EEG features were obtained. The frontal channel TBR change values of each subject student in virtual reality technology art history teaching were significantly lower than those of the traditional art history teaching mode (p<0.01). The frontal F7 channel TBR values of the subject students in different teaching modes were significantly different (p=0.004<0.01). Meanwhile, students gained a strong sense of presence in virtual technology teaching, and the motivation of students to learn art history after participating in virtual reality technology teaching was significantly higher than that of the pre-test. This paper’s teaching model is designed to promote students’ immersion and concentration in art history teaching.