Virtual Educational Environment Research Articles

Virtual Environments in Higher Education: A Systematic Review

Virtual Environments in Higher Education: A Systematic Review

PLACEMENT AND CONSTRUCTION OF 3D OBJECTS IN THE SYSTEM OF THE NATIONAL VIRTUAL UNIVERSITY BASED ON 3D TECHNOLOGIES

The article discusses the fields of application and content of virtual reality systems, the results of a comparative analysis of virtual educational environment platforms, and their role in presenting educational content in a virtual electronic format. The subject of research is geometric modeling, visualization methods and software tools of 3D models of objects in virtual environments. The purpose of the research is to develop algorithms for the representation and visualization of 3D models of exterior and interior objects in the organization of a virtual university, as well as a software tool for creating 3D models in the organization of a virtual university. Scientific novelty of the research, we offer new methods for geometric modeling of 3D objects in visualization, i.e. constructive logic-algebraic R-function method (RFM). The practical results of the research are aimed at increasing the activity of learners in modern virtual 3D environments in educational institutions based on the software tool, and thereby supporting the teaching process in the virtual three-dimensional environment designed on the basis of modern national landscape design in the Uzbek language “vAcademia.uz” software was developed.

Impact of virtual learning environment on the level of communicative competence formation

The paper deals with the issue of replacing the traditional educational environment with a virtual one. The use of a virtual learning environment has different effects on the level of competence in foreign language communication. The purpose of the article is to substantiate the effectiveness of applying a virtual learning environment to the educational process of educational institutions and to describe the degree of its impact on the level of competence in foreign language communication. The authors conducted their research and experimental work on the basis of the Department of Philology, Translation, and Strategic Communications of the National Academy of the National Guard of Ukraine to identify the degree of influence of the use of virtual educational environments on the level of competence in foreign language communication. They developed the “Model of formation of a foreign language job communicative competence” based on the fact that the appropriate level of competence in a foreign language professional communication means the ability to obtain a necessary information from foreign sources (while reading and listening) and to formulate oneʼs thoughts by making oral and written messages in the target language (while speaking and writing) while following the grammatical rules of the target language, using the necessary fund of relevant lexical units (at the level that would indicate the creation of linguistic competence) in a coherent and logical form (at the level that would testify to the formation of discourse competence), using appropriate verbal and non-verbal communication strategies (at the level that would testify to the formation of strategic competence) and following the customs, rules, beliefs and principles of a certain society of the target language native speakers (at the level that would testify to the formation of sociocultural competence). The article presents the results of the pedagogical experiment on the formation of foreign language job communication competence based on three criteria (cognitive, motivational-value, and control-evaluative).

A Systematic Review of the Benefits and Challenges of Technologies for the Learning of University Students With Disabilities

This systematic review explores the benefits and difficulties of using technology for the learning of university students with disabilities in both face-to-face and distance learning. Three databases were searched: ERIC, Scopus and Web of Science. The review included 14 articles that met all the inclusion criteria. All the included articles were qualitative studies involving 240 students and 143 faculty members. The data were analyzed using an inductive system of categories and codes. The results are organized around five themes: characteristics of the studies, technological resources most commonly used in university teaching, benefits of technology for learning, difficulties in using technology, and valuation of virtual teaching environments. The discussion and conclusions highlight the positive aspects of technology in the learning of students with disabilities, and warn of the need to improve faculty training and inclusive policies to ensure an effective and accessible use of technology.

The Converged Learning Model: Melding the Physical and Virtual Environments for Teaching and Learning Before, During, and After the Pandemic

We share, through this case study, how our converged learning model formed the basis for NJIT’s Pandemic Recovery Plan and describe how our mission while ensuring the safety and well-being of our campus community, endured. Having proven successful on a small scale, the converged learning model was expanded, by necessity, to most freshman and sophomore level classes in Fall 2020, with junior, senior, and graduate level courses added in Spring 2021. Through this modality, the social distance could be maintained by inviting only some of the students to physically attend each class session while others joined remotely, alternating invitations to allow all students the opportunity to attend class in person, and enabling our university to remain open essentially throughout the pandemic. Surveys captured student and faculty perceptions of the technology and the mode of learning and informed adjustments, and course evaluations assessed students’ perceptions of learning in the modality. Results suggest that the rapid expansion of converged learning initially challenged both students and faculty, but by the second semester, because of strategic planning and investments, every measured outcome showed improvement.

DIDACTIC TERMS OF USE OF BIOGRAPH INFINITI SPECIALIZED SOFTWARE IN UKRAINE’S HIGHER EDUCATION INSTITUTIONS

The article shows the possibility of using hardware ProComp Infiniti System with BioGraph Infiniti Software in the educational process of higher education institutions in Ukraine in different directions of training, including specific training conditions. The Infiniti system monitors and records a wide range of physiological and mechanical signals, analyzes and provides real-time biofeedback through various auditory and visual aids. The authors analyzed scientific and professional literature on the development and introduction of specialized software products in the educational process of higher education institutions in Ukraine and across the globe. The paper defines the advantages and prospects of carrying out a cycle laboratory work and research with BioGraph Infiniti tools and the principles of work with ProComp Infinity hardware. The didactic conditions of use of BioGraph Infiniti Software in the educational process of higher medical education institutions and universities of internal affairs of Ukraine are defined for formation of informational and subject competence of Ukraine’s students. Attention is focused on ensuring the flexibility of the educational process by means of variability, changes in the content and methods of education, forms of organization of educational classes with a direct practical component, a combination of different education methods for students of various types of higher education institutions. The possibilities of development of a series of laboratory works with their further placement in the virtual educational environment "Laboratory works system with specialized software Biograph Infiniti" are considered. Each laboratory work is created according to the principles of scientificity, integrity and professional orientation of education and includes 3 levels: general (basic), psychological and medical-biological.

VR/AR TECHNOLOGIES FOR E-LEARNING

The article is devoted to the analysis of the latest information technologies, the process of virtualization of the world educational space and the introduction of virtual and augmented reality technologies into the educational process of higher education institutions. The relationship between the real and virtual educational environment is identified and characterized. Mastery of modern information and communication technologies (ICT) is a prerequisite for a digital society. Modern students are a network generation for which the electronic way of receiving educational information is a component of their life. ICT has become their usual everyday tool, and e-learning gives them access to global educational resources and improves the quality of the educational process as a whole. In e-education, all educational content is presented only in electronic form. A feature of the development of higher education is the use of the latest advances in ICT and the emergence of a new environment – virtual, which transforms the traditional system of higher education into electronic. In many countries around the world, e-learning has become an integral part of modern education. Ukrainian higher education institutions are also moving towards e-learning as one that aims to acquire in-depth professional competencies and knowledge. Virtual reality technologies challenge researchers to increase access to the practical application of these technologies in solving professional problems. The purpose of the article is to substantiate the feasibility of using the latest digital technologies, namely virtual reality technologies in the educational process of the higher education system of Ukraine. The article uses methods of application of the latest digital technologies, namely virtual reality technologies in the educational process of the higher education system of Ukraine. The main feature of the digital space is its unique opportunities for communication, self-expression and self-determination. The Internet activity of higher education students is accompanied by a number of motives, goals, needs, attitudes, phenomena, knowledge associated with this new environment. There are many useful applications and interesting educational channels through which you can learn something new.

EVALUATION OF THE RESULTS OF THE VIRTUAL LEARNING OBJECT FOR IMPROVING WATER MANAGEMENT AND CONSUMPTION HABITS IN THE INHABITANTS OF THE UPPER BOGOTÁ RIVER BASIN

The purpose of this article is to describe the results of the evaluation of a virtual learning object to help improve the consumption habits and management of water resources in the inhabitants of the upper reaches of the Bogotá River. The evaluation was developed in 4 stages.Stages 1 and 2 evaluated 20 users with the profile of students of the systems engineering program at the Universidad Cooperativa de Colombia.Stage 3 evaluated 10 users with advanced knowledge of the problems and the management of at least one computer system in the upper basin of the Bogotá river. Stage 4 evaluated 20 users inhabitants of the upper basin of the Bogotá river. The surveys of stages 1, 2, 3 and 4 were divided into 5 dimensions distributed by groups of questions that evaluate the perception of the developer and the users. This information generated positive results allowing to visualize the scope of the functionality and the perception of the users, additionally evaluated the impact of the application on the different types of users for the application of these systems in the upper Bogotá river basin, allowing generating important conclusions that establish the evaluation of the virtual educational environments as important supports in teaching, not only of environmental systems, and that should be evaluated by the users that integrally interact with the system. The above process allows for establishing essential conclusions resulting from the evaluation of virtual educational environments as necessary supports in the teaching process, not only of environmental systems; it establishes clear parameters for measuring virtual learning objects in which different professionals are involved in the development of educational environments and people in the learning process.

Is It True They Negatively Engage? Mixed Method Research of Student Engagement in EFL Online Classrooms

Background. A leading concern in teaching and learning is how to increase the degree of student engagement in learning. Within the virtual educational environment, student engagement is a real issue facing instructors and teachers. Students in online classrooms are not able to engage in the same manner as in face-to-face settings.
 Purpose. This study aims to explore the impact and reception of online education on student engagement in English as a foreign language (EFL) classroom.
 Method. This study adopts a mixed-method approach, in order to understand student engagement online. Longitudinal self-report surveys (SRS) filled out by 127 undergraduate students after each class session throughout a four-week period were used to assess their engagement in online language classrooms. Focus-group interview transcriptions were used to triangulate the data and provide further information about student engagement in terms of gender difference, engagement growth over time, and engagement fostering or hindrance factors in virtual learning classrooms.
 Results. Analysis showed that students were generally engaged during the weeks with some variances. Cognitive-social learning engagement showed dynamics among students in virtual language classrooms. Factors such as place of engagement and students’ choice of device used to access the virtual session were found to influence student engagement in online classroom learning. Male and female students generally showed similar learning engagement in the virtual classes with disparities occurring over the study period.
 Conclusion. The study results will be beneficial for researchers, instructors, and policymakers who are interested in understanding student engagement and who seek to improve the teaching experience.

Immersive technologies: a symbiosis of digital technologies and art

Immersive technologies are one of the strategic vectors of modern education. Immersive in English means “immersion”. In the context of pedagogical science, it is a method of teaching with elements of relaxation, play, and immersion in an artificially modeled reality. Several concepts of immersive technologies are defined: virtual reality (VR); augmented reality (AR); mixed reality (MR); holography, TelePresence; digital twin; FPV drone flight, etc. The author has revealed the meaning of the immersive approach in education, which we interpret as a set of methods and means of organizing productive interaction of participants in the educational process in a virtual (immersive) educational environment that provides interactive learning, comprehensive and targeted professional development. An immersive learning environment is understood as a dynamic process of influencing the user by various elements of the simulated external/internal environment. The author substantiates immersive in literature, painting, and theater. Thus, immersive is primarily associated with the object-spatial modeled environment, which is designed to draw the viewer inside. The article pays special attention to the creation of an immersive learning environment, which has certain characteristic features, namely: redundancy, saturation, constructiveness; observation, autonomy; integrity; motivational; interactivity. The advantages of the immersive environment are identified: the ability to visualize complex processes and phenomena; minimization of extraneous factors; high degree of personalization of the learning process; stimulation of the accumulation of experience of independent cognitive activity, development of activity in educational activities; prompt and visual display of the results obtained; facilitation of communication between participants in the educational process, etc.

About the application of the R-function for geometric modeling of 3D objects of complex shapes in a virtual educational environment

This article is devoted to the creation of a national virtual university platform, geometric modeling of the design of exteriors, interiors and characters in the field of information technology based on 3D technologies. We know that visualization uses geometric splines and polygonal mesh construction methods. In virtual reality systems, each object is represented by a three-dimensional model. The real challenge now is to create custom models that control them. A three-dimensional model of a character is represented by a depth map, dots, a polygonal model, a parametric model describing anthropometric, ansaphic and profile features of a human face. The research process includes the study of the rules of visualization of virtual three-dimensional objects through internal and external models, the theory of geometric modeling, algorithms, methods and algorithms of computer modeling, the use of virtual reality algorithms in education. Today, when engineering and technology are rapidly developing in our country, traveling to the virtual world is of great interest to many. As a result, three-dimensional content and landscape design expand the human imagination and serve to capture our knowledge about the subject and object in our memory. It would be more effective to transfer practical classes in computer halls of educational institutions to the virtual world and organize them in this virtual environment using virtual objects. In addition, all aspects of the subject can be explained and taught, and students will be able to use it virtually. Creating a toolbar that includes all virtual objects becomes a priority. Object-oriented programming technologies and testing methods were used. This article proposes new methods of geometric modeling of three-dimensional objects mentioned above, that is, the constructive logical-algebraic method of R-functions (RFM). This method allows you to depict 3D objects of high complexity.

Maternity Students' Perception of Virtual Lab Education Environment Based on Dundee Ready Education Environment Measure (DREEM) Questionnaire

Maternity Students' Perception of Virtual Lab Education Environment Based on Dundee Ready Education Environment Measure (DREEM) Questionnaire

Abstract P193: Sexual Minority Men of Color With HIV Suggest a Virtual Environment May Be Promising to Support Cardiovascular Health: Findings From an Intervention Mapping Study

Introduction: Black and Latinx sexual minority men are disproportionately impacted by chronic conditions, such as HIV. Persons with HIV have a 1.5 to 2 times risk of cardiovascular disease (CVD) when compared to White, HIV-negative persons. By the year 2030, it is estimated that 78% of persons with HIV will have CVD. Patient teaching in the clinical setting has been the traditional modality for prevention education. However, persons at the highest risk, and who are based in the community, may not have access to clinic-based prevention education. Objective: To use mixed methods to assess HIV illness perceptions, HIV-related comorbid conditions of concern, and understand perspectives on the use of an online virtual environment (VE) for CVD prevention education. Methods: The Gaming Protocol Study is a mixed methods study that used Life’s Simple 7 as a framework to map an intervention to support cardiovascular health in sexual minority men of color with HIV, ages 30-65. Data were collected in English, Spanish, and Creole. Using validated measures, HIV illness perceptions, nicotine exposure, and physical activity were assessed. Qualitative interviews explored chronic illnesses of concern outside of HIV and also perceptions about the use of an online VE for CVD prevention education. Results: Thirty participants completed the validated measures and interviews. Quantitative findings suggested that greater than 90% of participants had a strong understanding of their HIV status. More than 50% of participants reported they experienced feelings of anxiety or fear by having HIV. Close to 30% reported having used nicotine and/or e-cigarettes. Less than half of participants met the criteria for engaging in vigorous or moderate physical activity. Qualitative findings suggested concerns about existing and potential future conditions, such as hypertension, diabetes, asthma, obesity, and mental health. Additionally, COVID-19 and Monkeypox were highlighted as important considerations because they pose high risk in the community. Perceptions about using a VE were mostly positive. Concerns were focused on online engagement and digital privacy. Conclusions: Sexual minority men of color are concerned about health conditions beyond HIV. They desire accessible, culturally relevant information to manage their health. Findings provide early evidence about health communication and education preferences for technology tools so they are meaningful and actionable as CVD prevention education.

Information Security and Online Education During the COVID-19 Pandemic

Relevance of the problem in question is associated with academics facing information threats in the virtual educational environment during the COVID-19 pandemic and the short-term transition of the education process to distance learning. We aim to analyze information threats to individuals in the Runet virtual educational environment and suggest measures to neutralize them. Research into this problem relies on a structural and comparative analysis as the theoretical approach. The empirical method of exploring this problem is an Internet-based study of user engagement in the Runet, focusing on cases in question and identifying the content that is most popular with the users. A classification of the current information threats is provided, and mechanisms for the elimination of emerging threats are discussed. Although Russia puts considerable effort, at the legislative level, into the prevention of malevolent information actions on academics, a number of particularities of virtual social environments allow for partial implementation of the measures only. The results may be of interest for specialists dealing with challenges of modern education, information warfare, information security of virtual social environments.

From Little Seeds Grow Mighty Trees: Transforming Teacher Preparation Literacy Methods’ Courses during the 2020 Pandemic

ABSTRACT This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the Covid-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these lessons guided the redesign and delivery of assignments and activities for required literacy courses in the early childhood and elementary teacher preparation programs. Faculty recognized the great need for resources, both external and internal, in order for them to grow and mature as they entered into the virtual teaching environment.

Authenticity and interest in virtual reality: Findings from an experiment including educational virtual environments created with 3D modeling and photogrammetry

Virtual Reality (VR) and photogrammetry are emerging technologies that facilitate and shape the ongoing digital transformation of education. VR offers new opportunities for creating immersive and interactive educational experiences. Photogrammetry enables new ways to create lifelike educational virtual environments and is becoming an alternative to manual 3D modeling with graphics software. The manner in which VR affects the authenticity of educational experiences has been addressed in previous educational and psychological research. Empirical papers have so far focused on the authenticity of educational VR environments created by 3D modeling. However, little is known about the authenticity of educational VR environments developed with photogrammetry. Given that VR provides rich multi-sensory experiences and interests can be stimulated by engaging contexts, educational VR environments also possess great potential to support interest development. What is still unknown regarding this topic are the beneficial characteristics of VR environments and the individual variables required to trigger and explain interest development. Consequently, we conducted an experiment following up on the mentioned authenticity and interest research questions in the context of higher education. A two-group between-subjects design was used and N = 64 educational science and psychology university students gathered information about a railroad bridge wearing a head-mounted display (HMD). The control group encountered an educational virtual environment created with 3D modeling. The intervention group was presented with the same educational virtual environment but the main object of the railroad bridge was generated by photogrammetry. Situational interest was measured in the pretest and the posttest; authenticity-related variables (i.e., presence and representation fidelity) were assessed in the posttest. Concerning authenticity, there were no significant group differences. Photogrammetry might thus not affect authenticity in educational contexts in which participants focus on gathering information. Regarding interest development, there were two main findings. First, interest in VR for learning increased from pretest to posttest, supporting that interest can be induced in VR. Second, a large share of posttest interest was explained by presence and pretest interest, highlighting the importance of these variables.

Design and Evaluation of a Virtual Learning Environment for Higher Education

Das Interesse an Virtual Reality (VR) für die Hochschullehre steigt aktuell vermehrt durch die Möglichkeit, logistisch schwierige Aufgaben abzubilden sowie aufgrund positiver Ergebnisse aus Wirksamkeitsstudien. Gleichzeitig fehlt es jedoch an Studien, die immersive VR-Umgebungen, nicht-immersive Desktop-Umgebungen und konventionelle Lernmaterialien gegenüberstellen und lehr-lernmethodische Aspekte evaluieren. Aus diesem Grund beschäftigt sich dieser Beitrag mit der Konzeption und Realisierung einer Lernumgebung für die Hochschullehre, die sowohl mit einem Head Mounted Display (HMD) als auch mittels Desktops genutzt werden kann, sowie deren Evaluation anhand eines experimentellen Gruppendesigns. Die Lernumgebung wurde auf Basis einer eigens entwickelten Softwareplattform erstellt und die Wirksamkeit mithilfe von zwei Experimentalgruppen – VR vs. Desktop-Umgebung – und einer Kontrollgruppe evaluiert und verglichen. In einer Pilotstudie konnten sowohl qualitativ als auch quantitativ positive Einschätzungen der Usability der Lernumgebung in beiden Experimentalgruppen herausgestellt werden. Darüber hinaus zeigten sich positive Effekte auf die kognitive und affektive Wirkung der Lernumgebung im Vergleich zu konventionellen Lernmaterialien. Unterschiede zwischen der Nutzung als VR- oder Desktop-Umgebung zeigen sich auf kognitiver und affektiver Ebene jedoch kaum. Die Analyse von Log-Daten deutet allerdings auf Unterschiede im Lern- und Explorationsverhalten hin.

The Role of New Media Technology in the Innovation of Ideological and Political Education in Colleges and Universities

The 21st century is an era of rapid development of new media and new technology. How to make good use of new media and new technology to innovate the ideological and political work in colleges and universities, so as to enhance the sense of the times and enhance the appeal to college students is a huge problem faced by the ideological and political work in colleges and universities. At the same time, it has a great influence on the establishment of ideological and political education for all staff, all directions and the whole process, and realizes the comprehensive integration of reality and virtual education environment. Relying on new media technology, ideological and political education in colleges and universities should start from the macro level, establish an educational mechanism in which the other party participates, and gradually strengthen the professional information literacy of ideological and political teachers and the sense of participation of students in ideological and political learning.

Virtual education and virtual learning environments for university students in times of the Covid-19 pandemic

Virtual education and virtual learning environments for university students in times of the Covid-19 pandemic

Science learning in 3D virtual environment multi-users online in basic education stage

Technological development is ever-evolving in all areas of life, its impact on the education field has emerged, and science is part of learning that teachers struggle with in their teaching methods. This study aimed to explore the effects of using a 3D virtual environment in learning science at the basic education stage and students’ attitudes towards their use. A quasi-experimental design was used in this study. A total of 99 students participated in the study, divided into two groups: an experimental group (n=50) and a control group (n=49). In this study, an achievement test and questionnaire were used as study tools after validating their validity and reliability. The data were analyzed using SPSS. Results showed that in the experimental groups that were taught science topics in 3D virtual environments, there were statistically significant differences compared to the control groups. In addition, students in the experimental group who were learning the topics in science textbooks in a 3D virtual environment showed positive attitudes toward it. The study recommends the use of 3D virtual environments in science education.