Reality In Higher Education Research Articles

University students’ views on the application of virtual reality in higher education

This study analyzes the perception of university students regarding the use of virtual reality (VR) in higher education, focusing on their level of knowledge, usage, perceived advantages and disadvantages, as well as their willingness to use this technology in the future. Using a mixed-methods approach that combines questionnaires and semi-structured interviews, both quantitative and qualitative data were collected to provide a comprehensive view of the subject. The results indicate that while students have a basic understanding of VR, its use in the educational context is limited. A considerable number of students recognize VR’s potential to enhance the learning experience, particularly in terms of immersion and engagement. However, significant barriers to adoption were identified, such as technical issues, the high cost of equipment, and inadequate access to technological infrastructure. Additionally, there is a need for broader training for both students and faculty to ensure the effective use of this technology in academic environments. The semi-structured interviews confirmed that perceptions of VR vary depending on prior exposure to the technology and access to resources. Despite the challenges, most students appreciate VR’s potential to enrich learning, although its effective adoption will depend on overcoming the identified barriers. The study concludes that strategies must be implemented to facilitate the integration of VR into higher education, thus optimizing its impact on the teaching-learning process.

Evaluating the Combined Use of Artificial Intelligence and Virtual Reality in Higher Education: A Bibliometric and Systematic Analysis

In the study, which aims to determine the advantages and difficulties of using “artificial intelligence” and “virtual reality” applications in higher education, a systematic literature review and bibliometric analysis were used together to determine the trends in the studies conducted. Web of Science database was preferred to obtain the data in the study. “Artificial intelligence”, “virtual reality”, and “higher education” were used as keywords. Only English, open-access journals, literature reviews, and conference proceedings were included in the study. First, the abstracts of 61 studies that met these criteria were reviewed. Then, the documents to be included in the study were determined by the PRISMA steps. As a result of the PRISMA processes, ten studies were read in detail, and the study findings were obtained. According to the results obtained, it was determined that there were difficulties in motivation continuity and reflecting human emotions, in addition to the many positive effects of using “artificial intelligence” and “virtual reality” applications in higher education. In addition, as a result of the bibliometric mapping, it was determined that the most preferred keywords in studies containing these applications were “Virtual reality”, “artificial intelligence”, and “machine learning”. Suggestions are given depending on the results obtained.

Learning mobility in European higher education: How has the Union’s flagship initiative progressed?

AbstractIn 2010, the European Commission set out the development of an economy based on knowledge and innovation as one of the priorities of its Europe 2020 strategy for smart, sustainable, and inclusive growth. This culminated in the ‘Youth on the Move’ flagship initiative, aimed at enhancing the performance and international attractiveness of Europe’s higher education institutions and raising the Union’s overall education and training levels. Therefore, it is relevant to assess the performance of the ‘Youth on the Move’ initiative via the creation of composite indicators (CIs) and, ultimately, monitor the progress made by European countries in creating a positive environment supporting learner mobility. For this reason, we make use of the CI-building ‘Benefit-of-the-Doubt’ approach, in its robust and conditional setting to account for outliers and the human development of those nations, to exploit the European Commission’s Mobility Scoreboard framework between 2015/2016 and 2022/2023. Furthermore, we incorporate the value judgements of experts in the sector to construct utility scales and compute weight restrictions through multi-criteria decision analysis. This enables the conversion of ordinal scales into interval ones based on knowledgeable information about reality in higher education. In the end, the results point to a slight performance improvement, but highlight the need to improve the ‘Recognition of learning outcomes’, ‘Foreign language preparation’, and ‘Information and guidance’.

Transforming Higher Education with Augmented Reality: A Comprehensive Systematic Review of Current Applications and Future Prospects

The integration of Augmented Reality into higher education has the potential to revolutionize the teaching and learning experience. This comprehensive systematic review examines the current applications of Augmented Reality in higher education and explores its future prospects. The review synthesizes findings from 30 studies published over the past decade, covering a wide range of educational levels and disciplines. The analysis reveals that Augmented Reality has been effectively used to enhance students' cognitive abilities, understanding, motivation, and learning outcomes across various domains. However, the review also identifies several challenges and limitations that must be addressed to ensure the successful implementation of Augmented Reality in higher education. This paper provides a detailed overview of the current state of Augmented Reality in higher education, offering insights that can inform educational policymakers, researchers, and practitioners in their efforts to leverage this transformative technology for the benefit of students and institutions.

A Bibliometric Analysis of Virtual Reality in Higher Education: Research Trends and Productivity

This bibliometric study examines the overall research trends and productivity in virtual reality in higher education based on published articles (2010–2024). Initially, we identified 1,412 studies from the Scopus database using the search string ("virtual reality" AND "higher education" OR "tertiary education"). Finally, we selected 1,128 articles for analysis after filtering by articles, book chapters, review, and conference papers published in English within social science, psychology, multidisciplinary, arts, and humanities subjects. Utilizing Biblioshiny (R Studio) and VOSviewer software, we observed a significant upward trend in publications from 2010 to 2023. Most studies (31.8%) were in Computer Science, and the USA is the dominant contributor, followed by China and international collaborations with other countries. Gregory, S. (n = 14 articles) is the most prolific author, while the Catholic University of Avila is the leading institute (n = 22 articles). The leading source is the “ACM International Conference Proceeding Series” (n = 38 articles). The article “A Systematic Review of Immersive Virtual Reality Applications for Higher Education: Design Elements, Lessons Learned, and Research Agenda” by Radianti et al. (2020) was highly cited (1060). 'Virtual Reality' and 'Higher Education' were the most common co-occurrences among the authors' keywords. The most prominent theme based on the author’s keywords is "Innovative Education Ecosystems in the Digital Age." This study provides valuable insight into the research landscape of VR in HE. The study suggests a comprehensive review and meta-analysis of relevant studies for improved generalization.

A Bibliometric Review of Studies about the Acceptance of Artificial Intelligence Technologies in Teaching and Learning in Higher Education

The growing incorporation of artificial intelligence (AI) tools in higher education (HE) has led to the use of indicators that allow the real impact of these tools to be identified in the teaching and learning process. In this sense, this study developed a bibliometric review on the acceptance of AI technologies in HE, providing an analysis of indicators on scientific production, with the aim of identifying prevalent thematic areas and knowledge gaps. From a methodological point of view, this study was carried out using a quantitative approach with a descriptive level, utilising 56 publications drawn from the Scopus database. The results show a sustained evolution with a growing trend in scientific production since 2021. The most predominant thematic area is evaluation of the acceptance of AI technologies in HE, making greater use of the Technology Acceptance Model (TAM) and the Unified Acceptance and Use of Technology theory (UTAUT). Therefore, it was concluded that the existing literature shows a sustained interest in investigating the acceptance of AI technologies due to the importance of determining the impact generated by their applications in different contexts or scenarios of the reality of HE in regard to the extent that AI technology is developed. This is because, on some occasions, its application does not necessarily lead to meeting the expectations raised in the teaching and learning processes. Finally, the gaps that need to be addressed in future research are "cultural and contextual diversity in AI acceptance", "emerging models of AI acceptance", and "critical elements influencing the acceptance of AI technologies", in HE.

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

The article provides a meaningful definition of the concepts of STEM technology, STEM education, STEM approach, and STEM training; the meaning and main ways of using elements of augmented and virtual reality for higher education as a means of implementing STEM education are revealed. The purpose of the article is to show the importance and necessity of using elements of augmented reality in higher education as a means of implementing STEM education. As a result, an experimental study was conducted to clarify the state of development and the use of modern innovative technologies in education, clarifying the question – of to what extent modern technologies can effectively organize distance learning, and STEM education in higher education when using elements of augmented reality, which are provided to messengers preference of educators, which platforms are used by teachers in working with students of higher education during quarantine, etc. The conclusions summarize the most effective modern technologies for preparing and conducting practical online classes in higher education as a means of implementing STEM education and highlight the most important condition for creating a STEM environment in higher education.

‘라이즈’ 도입과 광주광역시 고등교육의 현황, 문제, 대안

If higher education jurisdiction is partially delegated/transferred to local governments according to the Regional Innovation System and Education (RISE), which is scheduled to be introduced in 2025, Korea's higher education system will experience structural changes. The core content of structural change is the dualization of guidance/supervision authority for higher education institutions. The central government and local governments jointly govern higher education. The purpose of this paper is to discuss win-win cooperation measures between Gwangju City and universities in response to the ‘RISE’. To achieve the purpose of this paper, three topics were intensively discussed based on literature analysis. First, in order to understand the relationship between local governments and universities, the relationship between the two was identified and the meaning of win-win cooperation was critically discussed. Second, in order to understand the current status of higher education in Gwangju city, the reality of higher education in Gwangju was analyzed at the national/regional level, focusing on key indicators. Third, in the problems and alternatives of Gwangju higher education, key problems were pointed out and alternatives were presented based on the four factors that make up the higher education system (purpose structure, governance structure, financial structure, and performance management). In the conclusion, it was emphasized that public value should be emphasized in the direction of innovation in the higher education system at the national/regional level and a special change in perception in local governments' understanding of universities was emphasized.

‘라이즈’ 도입과 광주광역시 고등교육의 현황, 문제, 대안

If higher education jurisdiction is partially delegated/transferred to local governments according to the Regional Innovation System and Education (RISE), which is scheduled to be introduced in 2025, Korea's higher education system will experience structural changes. The core content of structural change is the dualization of guidance/supervision authority for higher education institutions. The central government and local governments jointly govern higher education. The purpose of this paper is to discuss win-win cooperation measures between Gwangju City and universities in response to the ‘RISE’. To achieve the purpose of this paper, three topics were intensively discussed based on literature analysis. First, in order to understand the relationship between local governments and universities, the relationship between the two was identified and the meaning of win-win cooperation was critically discussed. Second, in order to understand the current status of higher education in Gwangju city, the reality of higher education in Gwangju was analyzed at the national/regional level, focusing on key indicators. Third, in the problems and alternatives of Gwangju higher education, key problems were pointed out and alternatives were presented based on the four factors that make up the higher education system (purpose structure, governance structure, financial structure, and performance management). In the conclusion, it was emphasized that public value should be emphasized in the direction of innovation in the higher education system at the national/regional level and a special change in perception in local governments' understanding of universities was emphasized.

Collaborative Virtual Reality in Higher Education: Students' Perceptions on Presence, Challenges, Affordances, and Potential

Collaborative Virtual Reality in Higher Education: Students' Perceptions on Presence, Challenges, Affordances, and Potential

Perspectives and applications of virtual reality in higher education: An analysis of Latin America’s publications

Virtual reality’s (VR) applications in education have been a topic of interest to the academia in recent years. Although literature expands significantly worldwide, the focus on education still presents a high number of opportunities to explore. In Latin America, the literature regarding the use of virtual reality is limited and not yet systematized. Therefore, the present study aims to provide an overview of Latin America’s research publications regarding the use of VR in higher education. Using bibliometric measures and coding in Scopus and Web of Science (WoS) databases’ outputs, we analyzed 126 papers, the majority of them from social sciences, followed by engineering, business, and medicine. Content tree analysis resulted in 5 dimensions: ‘Functional aspects of using VR as a learning tool’, ‘Teaching strategies and methodologies using VR’, ‘Behavioral aspects of using VR as a learning tool’, ‘Outputs of VR use as an educational tool’ and ‘Competencies and readiness to use VR as a learning tool’. Most publications (74,6%) focus or present as one of the discussions the functional aspects of VR, such as access, viability, usefulness, virtual environment, the association with artificial intelligence, among others.

Artificial Intelligence and Augmented Reality in Higher Education: a systematic review

Augmented reality is a technology that combines elements of the real and virtual world to enhance the user experience by providing additional information and enriching interaction. In education, AR has been used to enhance the teaching of complex concepts by providing interactive content and immersive experiences. This review examines various aspects related to the implementation of AR in higher education, including its educational benefits, impact on student motivation and engagement, and its effectiveness in achieving learning objectives. Associated challenges and limitations, such as device availability and effective experience design, are also explored. The results indicate that AR can improve content comprehension and retention, encourage active student participation, and enhance collaborative learning. However, significant challenges are identified, such as the initial investment in technology and the need for adequate teacher training. In addition, diversity in institutional infrastructure and resources may limit the widespread adoption of AR in higher education. In conclusion, augmented reality in higher education offers promising potential to enhance teaching and learning, but its successful implementation requires careful considerations of pedagogy, accessibility, and overcoming technological barriers. It highlights the need for further research to thoroughly understand its impact and maximize its benefits in academic training.

A Systematic Overview of Reviews of the Use of Immersive Virtual Reality in Higher Education

Objectives: Immersive virtual reality (IVR) provides opportunities to learn within a nonphysical, digital world. The purpose of this critical review was to examine published systematic reviews regarding the benefits and challenges of IVR in higher education to inform best practices. Method: We followed the Preferred Reporting Items for Overviews of Reviews (PRIOR) to ensure transparency and to afford an evidence-based approach for synthesizing insights from a broad range of research. We analyzed and synthesized 10 reviews that include 332 studies with over 9,878 participants, following an integrated synthesis design process using thematic analysis and emergent coding. Results: Results confirmed the various benefits and challenges of IVR. The benefits include improved student learning and behaviours, while challenges include technology issues, behaviours that inhibit learning, and learning how to use IVR. Conclusions: IVR holds considerable potential in disciplines requiring practical applications such as simulation-based training and testing. However, further research into contexts such as participant age, gender, instructional design or learning theory, and longitudinal study is required. Finally, higher education stakeholders will benefit from budgeting time and costs, aligning IVR use with real-world applications, maintaining an adaptive mindset, and developing scaffolded instructional design. Implications for Theory and/or Practice: The primary benefits of student learning through IVR include enhanced skill acquisition, experiences, and learning outcomes. In addition, while immersive platforms housed in static rooms may present financial challenges, the emergence of—and increased investment into—untethered headsets and haptic controllers can reduce operational costs and increase student access to high-quality learning experiences.

Transforming Higher Education

In recent years, it has become increasingly evident that higher education in the United States is experiencing somewhat of a paradigm shift. We are being challenged to reform our institutions in order to respond to changing societal needs resulting from the fast-paced, digital transformation of industries, societal systems, and our daily lives. The member institutions of the American Academy of Kinesiology will need to think long and hard about how they will respond to these challenges. America’s universities have a responsibility to be a catalyst for the human-centric, technology-driven transformation of sectors such as transportation, agriculture, medicine, public health, clean energy, and manufacturing, among others, and to provide the vision, leadership, and innovation that such workforce transformation demands. Within the academy, we rightly take great pride in our long-standing contributions to the development and deployment of breakthrough discoveries and innovations that have contributed to the transformation of society. However, we have begun to realize that our institutions will need to bring this same commitment to innovation to our teaching, curricula, and instructional programs. Addressing these new areas of need and opportunity will require institutional innovation and reform, for us and for the postsecondary education sector generally. I believe that American Kinesiology Association member departments can play a significant role in the transformation of higher education at our institutions. I am delighted that the American Kinesiology Association has begun to think through how these changes will impact the future of our discipline. I am both optimistic and excited about the many ways that American Kinesiology Association member institutions will continue to play a leading role in the new higher education reality.

Exploring the Use of Immersive Technologies to Enhance the Student Experience

This paper reports on the initial phase of a National Forum funded Learning Enhancement Project (LEP), under the Strategic Alignment of Teaching and Learning Enhancement (SATLE) funding stream. The purpose of the LEP is to explore the use of immersive technologies such as Augmented Reality, Virtual Reality and 360o Learning in three key domain areas within one higher education institution in Ireland. While significant research has been conducted into the use of these technologies in training and business contexts, the application and use in higher education is still scarce. Radianti et al. (2020) suggest that while the use of virtual reality in higher education is promising, it is still quite experimental and focuses more on performance and usability than learning-oriented applications. Augmented Reality has been used in areas such as teacher education (Sáez-López, 2020) and EFL (Arkhipova, 2022) but is also largely experimental. Together with Mixed Reality and 360-degree Learning, these technologies have the potential to offer students a more immersive learning experience. Three domain areas are involved in this project: Online Learning; the university library; and the academic discipline of Business Tourism. It is envisaged that based on their expertise and experience team members will trial at least two of the immersive technologies with their students during the academic year 2023-2024. Engaging the students in the research will foster a partnership approach and provide an understanding of how this new approach to learning benefits the students but will also reveal the challenges associated with introducing new technologies.

Articulación entre Modelización y Espacios de Trabajo Matemático. Análisis de una Tarea bajo el ciclo de Blomhøj en Educación Superior

Background: The Mathematical Working Spaces (MWS) theoretical framework has developed a growing interest in how mathematical modelling is recognised, analysed, and articulated from its theoretical and empirical scopes. Given the articulations identified in the literature, it is interesting to determine whether new networks with the MWS provide powerful strategies for analysing mathematical modelling task resolution. Objective: to characterise the modelling activity from the network composed by the Blomhøj modelling cycle and the MWS in engineering students. Design: This work is a case study with a qualitative approach, which analyses the resolution of a modelling task through the proposed network. Setting and participants: The experimentation was carried out in an integral calculus course for a computer civil engineering career at a Chilean university. Modelling practices are not usual in this second-year subject, although enhancing their use in professional education is necessary. Data collection and analysis: We collected the written records of the students, selecting one to perform the in-depth analysis due to its high representativeness and clarity, as evidenced in the documents. Three steps were followed to characterise the modelling activity in the written record: description, analysis, and interpretation. Results: The Blomhøj modelling cycle might present connections with the MWS at the formulation of the problem and not only at the systematisation, which is a novelty in this field of research. Conclusions: A novel approach with which to develop the network between the MWS and modelling emerges, emphasising the investigation of mathematical problems using the student’s reality in higher education.

Adoption of augmented virtual reality in higher education during Amrit Kaal: A systematic literature review

Adoption of augmented virtual reality in higher education during Amrit Kaal: A systematic literature review

Regulacje konstytucyjne i ustawowe edukacji zdalnej. Teoria a praktyka. Casus Uniwersytetu Rzeszowskiego

The article compares the provisions of the legal regulations on the remote form of education with the actual scope of their application in the academic environment. The research method used was an analysis of documents such as the Constitution of the Republic of Poland, the Act ‘Law on Higher Education and Science’, regulations of the Ministry of Education and Science and internal legal regulations (Orders of UR). The aim of the research was to compare the provisions found in the aforementioned legal regulations with their practical application in the realities of higher education, while the case study of this analysis was the University of Rzeszów. The conclusions obtained may be used to verify solutions both in the course of the standard implementation of the educational process and the introduction of remote education in crisis periods. These include the need for blended learning or the establishment of distance learning centres.

Teachers’ perception on using cloud based technology and augmented reality in higher education

Teachers’ perception on using cloud based technology and augmented reality in higher education