Reality Technology In Education Research Articles

The Application of 6G and Augmented Reality Technology in Education and Training

The Application of 6G and Augmented Reality Technology in Education and Training

Towards Enhanced Understanding and Experience of Landforms, Geohazards, and Geoheritage through Virtual Reality Technologies in Education: Lessons from the GeoVT Project

Virtual reality is a technological development that, among others, has revolutionized Earth sciences. Its advantages include an opportunity to examine places otherwise difficult or impossible to access and it may also become an important component of education, fostering a better understanding of processes and landforms, geohazard awareness, and an appreciation of geoheritage. This paper reports on the GeoVT project, which aims to create a platform to build and disseminate Virtual Field Trips (VFTs) focused on geomorphology, natural hazards associated with geomorphological processes, and geoheritage sites. To put the GeoVT project in context, an overview of applications of VR in geosciences is provided. This paper subsequently proceeds with a presentation of the project and the GeoVT Authoring application, which is an innovative platform designed to help teachers and students, followed by brief presentations of a number of VFTs developed within the project. They address themes such as fluvial landforms and valley development, coastal landforms, evidence of past glaciation, coastal erosion, wildfire effects, mud volcanoes, and landslides.

Application of augmented reality technology in education in Vietnam: Current situation and solutions

Augmented Reality (AR) technology has significant potential and advantages for the teaching and learning process due to its interactive and immersive nature. Within the scope of this topic, the research group focuses on investigating the trends of using augmented reality technology in education to determine the extent and scope of its utilization in teaching at primary and secondary schools in Vietnam. Additionally, the group proposes solutions and directions for development to apply AR in education. The study employs qualitative and quantitative analysis methods, including surveying 678 students and 328 lecturers and teachers from secondary, high school and tertiary institutions nationwide. The survey results indicate that the use of AR technology in Vietnam's primary and secondary education system is still quite limited and not widely implemented, as traditional teaching methods remain predominant. However, considering the potential and benefits that AR technology brings, its application in education can open up a new and promising future for education.

The Practice of Virtual Reality Technology in the Teaching of Film and Television Art

With the progress of science and technology, virtual reality technology has gradually been integrated into People’s Daily life. As a technology that can provide immersive experience, the application of virtual reality in the field of film and television art has gradually attracted attention. For film and television art colleges, the introduction of this technology has brought revolutionary changes to teaching and creation, and brought new possibilities for teaching and creation. This paper will discuss the application practice of virtual reality technology in film and television art colleges and its influence on film and television art education. This paper first introduces the concept and characteristics of virtual reality technology, and then expounds the practical application of virtual reality technology in the teaching of film and television art universities, including the application of film and television production, film and television theory teaching and distance education. Finally, this paper discusses the effects and challenges of virtual reality technology in the college teaching of film and television art, and prospects the future development trend of film and television art.

Research and Analysis of Teaching Functions Based on Virtual Reality Technology

This paper aims to investigate the application scenarios of virtual reality technology in teaching and its impact on student learning outcomes. The article first introduces the application scenarios of virtual reality technology in teaching, including practical simulation, gamified learning, and situation creation. It then discusses the impact of virtual reality technology on student learning outcomes, such as enhancing learning motivation, improving practical experience, and increasing learning effectiveness. The paper also analyzes the challenges of virtual reality technology in teaching, including device and cost limitations, teacher training and technology application, data privacy and security issues, and the design of blended learning models. Finally, recommendations are provided for constructing effective teaching programs based on virtual reality technology, including goal setting and instructional design, selection of learning content and scenarios, student engagement and feedback mechanisms, as well as evaluation and improvement.

Retracted: Application of Virtual Reality Technology in Teaching and Training System of Processing Industrial Robot

Retracted: Application of Virtual Reality Technology in Teaching and Training System of Processing Industrial Robot

Learning impact of recent ICT advances based on virtual reality IoT sensors in a metaverse environment

The use of avatars in the Metaverse and virtual reality technology in education is a rapidly developing field that has the potential to revolutionize the way students learn. In the context of the Indian EdTech market, virtual reality could play a significant role in enhancing the learning experience for students, although more research is needed to explore its full potential.ICT has already made a significant impact on education, with academic programming, technical instruction, and theoretical concepts being taught through digital platforms. Virtual reality has the potential to take this a step further, allowing students to experience immersive and interactive learning environments that simulate real-world scenarios.However, as mentioned in the paragraph, there is still limited research on the use of virtual reality in education, particularly in the Indian context. Further studies are needed to assess the effectiveness of this technology and ensure that it can be integrated effectively into the educational system.Overall, the use of virtual reality in education is an exciting development in the ICT industry and has the potential to make a significant impact on the learning experience for students. Various non-governmental organizations (NGOs) seek to improve women's lives and provide them with self-sufficiency training. The government is likewise concerned about this issue and has established a number of programs to assist women. Information and communication technology (ICT) is significant in this context. ICT has improved the security, knowledge, education, employability, confidence, and popularity of women. The significance of ICT for the empowerment of women is highlighted in this study. To illuminate the various facets of ICT's impact on society, various examples have been addressed. Because of ICT, new generations of women all over the globe have defied all expectations and proven themselves in every aspect of life, even the most complicated and time-consuming realm of enterprise. In this regard, ICT may possibly become a magic wand for improving women's current situations. In this research, the eight factors that influence how ICT affects rural women's empowerment were found.

Pedagogical design in education using augmented reality: a systematic review

ABSTRACT There is a growing interest in using Augmented Reality technologies in education due to common perceived advantages like its accessibility and the increase in academical performance and motivation it promotes. Yet, most research done does not offer a deeper analysis of how AR technologies are used to reach different educational goals or the scenarios for which the technology is better or worse suited for. We conducted a systematic literature review to find educational projects applying AR technologies during the 2017–2021 period and analysed them through a pedagogical lens using Bloom’s Revised Taxonomy (BRT). 67 research articles were surveyed to identify the pedagogical design used and the reported results. We found that AR technologies are predominantly used in and better suited for training or practice scenarios, as well as helping in understanding complex, abstract or hard-to-find information. Most problems reported are associated to usability issues or a poor pedagogical design.

A Review of the Potential Use of Mixed Reality Learning Methods in Comparison to Traditional Learning Methods

Education is one of the most important part in our life. But through the centuries, the learning methods used have remained the same. Until now, most learning in schools still use traditional learning media such as books, blackboards, or even just using the lecture method. This method has several drawbacks. In dealing with this problem, Mixed Reality can be an option. This technology offers more immersive and interactive learning for students. But based on previous research, the implementation of MR has various impacts, from positive to negative. This research examines the comparison between mixed reality learning method and traditional method in enhancing the effectiveness of learning. The potential effectiveness of Mixed Reality as a learning method will be compared to the effectiveness of traditional learning methods. The study was conducted by distributing questionnaires to 100 students. Based on the data, it can be concluded that more than 90% of students consider learning with mixed reality to be more effective than traditional methods. However, several challenges were identified, such as lack of funding, insufficient human resources with understanding of mixed reality technology, and slow adaptation of students and teachers to this technology. Therefore, this research suggests the need for efforts to improve access and utilization of mixed reality technology in education.

Analysis of emotions in the use of augmented reality technologies in education: A systematic review

AbstractCurrently, the availability and usefulness of computer applications developed supporting the teaching–learning process have increased and are progressively being used in different branches of education. Given the importance of emotions in learning, it is appropriate to review the influence of the use of technology in this field. Out of the many existing technologies, augmented reality (AR) has been of great interest to this study due to its great potential in learning. Therefore, the present study carries out a systematic mapping, whose objective is to review how AR technology influences the emotional state of the student in the learning process. The study indicates that the application of AR technology has both advantages and disadvantages. On the one hand, the use of AR on students produces enjoyment and interest due to visual feedback provided by AR, enthusiasm about the use of innovative technology tools, and curiosity when they view and interact with virtual objects in 3D. The attractive visualizations used and feedback generated by AR applications can reduce the cognitive load and increase student motivation in the learning process. On the other hand, AR may present some negative aspects, such as ergonomic problems, which produce that users prone to dizziness or nausea may reject the use of AR devices and a complex interaction when users must use multiple devices. Besides this, it should not be forgotten that their application may entail technological requirements and associated costs that may be difficult for some schools to afford.

A Study on Metaverse and Its Applications in Education

The increasing processing power of computers and the decrease in production costs have allowed the development of virtual reality technology. Thus, there has been an increase in the use of virtual reality in many fields, from education to the military. With the transition to online education due to the pandemic in 2020, the need for an education method where students and educators can interact with each other has arisen. With the increase in the integration of virtual reality applications in studies from the past to the present, user experiences have also increased. With the increasing user experience, the fields of use in education cover different education levels, from primary education to university. In this study, various virtual reality applications applied in education were examined, and the use of virtual reality technology in education, its benefits, and its contributions to student performance were discussed. It is aimed that this review and the results will guide the applications to be developed in the field.

Observation of Augmented Reality in Teaching Physics as a tool of Intelectual Teaching

             This article complements and explores the use of augmented reality technologies in education as an example. The main task of the study was to find and study the advantages and disadvantages of teaching methods in physics, known and previously developed in physics, using AR and VR, in terms of their use for educational purposes. The purpose of the work is to review the analytical literature and analyze the known methods of using augmented and virtual reality, to suggest the most promising solutions to various scientific problems. The possibilities of advanced reality technology in the article allow you to integrate it into training and design activities. This article presents the use of stereometry and space in the technology of augmented reality in physics, in particular in the study of bodies. There is something that allows you to interact directly with the figures, look at them from different angles and call them the necessary information. The importance of teacher training in the use of augmented reality technology in the teaching process was identified. It was also noted that in the process of creating AR applications, the student can successfully participate in project activities. The research materials for webofscience and Scopus licensed foreign databases were used as research materials for keywords. Approaches to teaching methods using complementary and virtual reality technologies are considered. Defines the type of modern ways of teaching physics to pupils and students through augmented and virtual reality technologies. Keywords: augmented reality, physics, education.

Application of Virtual Reality Technology in Teaching and Training System of Processing Industrial Robot

In order to solve the problem of difficult teaching and slow teaching in the traditional teaching method of industrial robots, a virtual reality technology is proposed in the teaching and training system of industrial robots. The binocular vision module is fixedly connected to the end tool of the robot to reduce the limitation of teaching range. A hand-held teaching device with a feature plate and a position and pose measuring rod is designed to teach the position and pose of set points quickly. The least square method is used to calibrate the translation parameters of the end of the feature plate. The system collects the image of the feature plate of the hand-held teaching device through binocular vision module and processes the image to obtain the position and pose information of the end points; the pose information is converted to the robot base coordinate system to realize the robot teaching reproduction, and then the teaching reproduction test of 25 points in space is carried out. The experimental results show that the average error of the robot teaching position is 2.427 mm; after using mobile demonstration, the mean position error decreases by 25.3%. Conclusion. The application of virtual reality technology in the teaching and training system of machining industrial robot can improve the accuracy of teaching repetition.

Utilization of Augmented Reality Technology as an Interactive Learning Media

This study discusses the use of augmented reality technology as an interactive learning medium. Innovative learning media at this time have a very important role in terms of improving the quality of learning. The main point in the use of information and communication technology, especially on mobile devices such as smartphones and android tablets which of course have camera features so that they can run augmented reality (AR) application technology. The purpose of this study was to analyze how the use of augmented reality technology in education midwives as an interactive learning medium that can support the learning process of students. This study uses qualitative research methods using data collection techniques through literature studies or commonly known as library research. In the research the results obtained are analytical descriptive because this research is a qualitative research. The results of this study are the application of information and communication technology in the form of augmented reality applications in the field of education as a learning medium that can help students in facilitating learning and creating a pleasant learning atmosphere.

Feasibility Analysis of the Application of Virtual Reality Technology in College English Culture Teaching

Although the traditional English teaching mode has changed qualitatively, it still has not broken through the two-dimensional limitation, which limits the students’ creative thinking to a certain extent. The application of virtual reality technology in teaching is a qualitative leap in the development of educational informatisation. Based on the data collected from questionnaires and in-depth interviews, this paper studies the feasibility of applying virtual reality immersion teaching in primary and secondary school English teaching. On this basis, this paper attempts to combine virtual reality technology with immersion teaching, and make use of its diversity, flexibility, interactivity and other characteristics to prospect the realisation of virtual reality in English learning, and strive to explore a virtual reality immersion English teaching mode suitable for primary and secondary school children, so as to make up for the shortcomings of traditional language education and optimise the learning effect, It provides a feasible reference for the application of virtual reality technology in English teaching in the future.

Influence of short-term didactic programs in virtual reality on the connection between figurative and conceptual thinking and memory

Introduction. World trends in the dissemination and accessibility of information are especially relevant in the field of education. To this end, the use of virtual reality technologies in education is recognized as an important, promising and complex problem that requires not only widespread implementation, but also the study of the possibilities and influence of the new environment on the cognitive, mental, personal development of the younger generations. The results of one such research are presented in this article. Materials and research methods. To study the influence of short-term training programs in virtual reality on the connection of figurative and conceptual thinking and memory in biology lessons on the topic "Protein Synthesis" with 11th grade students, a training program of the same name was used using various technical training aids in the experimental and control groups. Before and after these lessons (a formative experiment), the following were carried out: a laboratory experiment (one-factor intersubjective plan), testing to measure the amount of short-term memory (test "Studying the processes of reproduction by the method of retained members of the series") and a microsemantic analysis of the content of thinking (according to A.V. Brushlinsky). The results of the research demonstrated an improvement in memory performance based on correctly reproduced elements (according to Student's criterion) with a high density of 3.2 and in the reproduction of sequences of 3.3. Statistical analysis using the Mann-Whitney test revealed significant differences in the results of the experimental and control samples (U1emp 122 and U2emp = 116 less than Ucr). In the process of microsemantic analysis, it was found that the probability of the emergence of VR of the formal-logical composition of thinking and the level of operational schemes is more effective than after a historical lesson. Conclusion. Training in virtual reality on complex biological topics is more effective for the development of conceptual thinking in young men compared to a regular lesson using non-immersive multimedia tools. The use of VR-programs in teaching on complex educational topics in the natural sciences and mathematics contributes to positive changes in the cognitive processes of students.

The Willingness of China University Students towards Virtual Reality Technology in Still Life Sketching

With the emergence of COVID-19 in 2019, virtual reality technology in education has gained new prominence. Numerous specialists anticipate the significant application of the technology in respective fields, most notably in art instruction. This study aimed to determine the extent to which Chinese university students majoring in art and design utilise virtual reality technology as a supplement to traditional classroom instruction. In this study, which was limited to still life sketching, the researcher examined students' readiness to use virtual reality technology. Oculus Quest2 was used as a teaching tool in the classroom. This study's objective was to create the framework for the subsequent research phase. A questionnaire survey was used to obtain data for the investigation. The study population included Chinese university students between 18 and 23. However, a study of 226 first- to third-year university students majoring in art or design was conducted. Tencent distributed the questionnaire via WeChat’s mini-program. T-test was used to analyse the data collected. The findings showed most students expressed an interest in participating in virtual reality-based still life drawing classes. It entails advancing art education in China to facilitate future art instruction and learning. The findings can guide stakeholders in considering investments in virtual reality technology for still life sketching.

Augmented and virtual reality technologies in education for sustainable development: An expert-based technology assessment

Digitalization in the field of education for sustainable development (ESD) has gained attention in the last decade. In particular, technologies such as augmented reality (AR) and virtual reality (VR) offer new ways to deliver educational content on sustainable development by simulating real-world experiences and using immersive and interactive formats for learning. Using an explorative qualitative research approach, the benefits of AR and VR technologies in the context of ESD are assessed. The results of a first expert panel show that AR and VR technologies are particularly suitable for sustainability topics when an understanding of action and the transfer of knowledge and values are to be promoted among learners.

Integrating augmented reality technology in education: vector personal computer augmented reality.

Background: Educators often face difficulties in explaining abstract concepts such as vectors. During the ongoing coronavirus disease 2019 (COVID-19) pandemic, fully online classes have also caused additional challenges to using conventional teaching methods. To explain a vector concept of more than 2 dimensions, visualization becomes a problem. Although Microsoft PowerPoint can integrate animation, the illustration is still in 2-dimensions. Augmented reality (AR) technology is recommended to aid educators and students in teaching-learning vectors, namely via a vector personal computer augmented reality system (VPCAR), to fulfil the demand for tools to support the learning and teaching of vectors. Methods: A PC learning module for vectors was developed in a 3-dimensional coordinate system by using AR technology. Purposive sampling was applied to get feedback from educators and students in Malaysia through an online survey. The supportiveness of using VPCAR based on six items (attractiveness, easiness, visualization, conceptual understanding, inspiration and helpfulness) was recorded on 5-points Likert-type scales. Findings are presented descriptively and graphically. Results: Surprisingly, both students and educators adapted to the new technology easily and provided significant positive feedback that showed a left-skewed and J-shaped distribution for each measurement item, respectively. The distributions were proven significantly different among the students and educators, where supportive level result of educators was higher than students. This study introduced a PC learning module other than mobile apps as students mostly use laptops to attend online class and educators also engage other IT tools in their teaching. Conclusions: Based on these findings, VPCAR provides a good prospect in supporting educators and students during their online teaching-learning process. However, the findings may not be generalizable to all students and educators in Malaysia as purposive sampling was applied. Further studies may focus on government-funded schools using the newly developed VPCAR system, which is the novelty of this study.

The Reality of the Second Field’s Teachers Practice of the Augmented Reality Technology in Teaching Sciences in order to develop higher thinking skills in Ash Sharqiyah South Governorate in Oman

هدفت الدراسة إلى التعرف على مدى ممارسة معلمات المجال الثاني لتقنية الواقع المعزز في تدريس العلوم لتنمية مهارات التفكير العليا (التحليل والتقويم والإبداع) لدى طلبة الحلقة الأولى، بمحافظة جنوب الشرقية في سلطنة عُمان، ومعرفة دلاله الفروق في درجة ممارسة المعلمات لتقنية الواقع المعزز وفقاً لمتغيرات الخبرة التدريسية، والتدريب. وللإجابة على أسئلة البحث وقياس النتائج، استخدمت الباحثة المنهج الوصفي لهذه الدراسة، وطبقت استبانة البحث بعد التأكد من الصدق والثبات على عينة تكونت من (196) معلمة من معلمات المجال الثاني بالمرحلة الحلقة الأولى. وتوصلت الدراسة إلى النتائج الآتية: أن درجة ممارسة معلمات المجال الثاني لتقنية الواقع المعزز في تدريس مادة العلوم لتنمية مهارات التفكير العليا (التحليل، التقويم، الإبداع) بمحافظة جنوب الشرقية في سلطنة عمان جاءت بدرجة متوسطة (2.92) من وجهة نظرهن، كما أوضحت الدراسة أن هناك فروق ذات دلالة إحصائية (α=0.05) في واقع ممارسة المعلمات لهذه التقنية في تنمية مهارات التفكير العليا تبعًا لمتغير الخبرة التدريسية بلغت بقيمة (ف = 3.78 ودرجة الحرية = (3، 192) لصالح معلمات ذوات الخبرة الأقل لفئة معلمات أقل من 5 سنوات وفئة معلمات من 5 سنوات إلى أقل 10 سنوات، وفي ما يخص متغير التدريب بلغت قيمة (ت= 2.92) ودرجة الحرية = (194) لصالح المعلمات اللواتي التحقن ببرنامج التدريب. وأوصت الدراسة بتوفير البنية التحتية التي تدعم توظيف التقانة في العملية التعليمية، وتطوير المناهج بحيث توجه المعلمين والمعلمات نحو استخدام تقنية الواقع المعزز في التدريس، وكذلك تأهيل وتدريب مستمر للمعلمين وللمعلمات لإلحاقهن بدورات تدريبية تساهم في تنمية مهارات التقنية لديهم في ضوء التطورات المتسارعة لتطبيقات تقنية الواقع المعزز وتوظيفها في التدريس.