Virtual Learning System Research Articles

Virtual Computer Laboratory Learning System Integrated With Social Media And Video Conference

The advancement of information and communication technology has driven innovation in various aspects of education, including computer laboratory learning. Traditional computer laboratories often face challenges in terms of time, cost, and accessibility. To address these challenges, this study developed a virtual computer laboratory learning system integrated with social media and video conferencing. This system is designed to provide flexible access, allowing students to learn and practice anytime and anywhere. The integration of social media aims to enhance interaction and collaboration between students and instructors, while video conferencing enables real-time learning sessions with direct interaction. The research methods used include system design, software development, and system testing. The results showed that the virtual computer laboratory learning system integrated with social media and video conferencing can facilitate learning and is expected to be an innovative solution in information technology education.

Virtual Teacher-Aided Learning System Based on Voice Operated Character Animation

Virtual Teacher-Aided Learning System Based on Voice Operated Character Animation

Medical education in clerkship: From here and out

The COVID-19 pandemic has changed many things in the medical education system. This change requires adaptation and modification from education providers, teachers, and students. A virtual learning system has been implemented instead of a face-to-face learning system. However, this makes several challenges and issues that must be considered. Virtual learning is considered less attractive and interactive and not effective in teaching clinical skills. For student clerks, the reduced time to undergo education in the hospital leads to fewer case exposures. Another problem is the facilities and infrastructure. Several ways to solve this problem have been implemented while minimizing risk and taking strict precautions. Some institutions modify and innovate to maximize the effectiveness of learning activities. In addition to technical and effectiveness issues, changes in the education system also have an impact on the mental health of medical students, therefore it is important for institutions to be sensitive to changes and risks to students' mental health during the pandemic.

Ontological description method for building service-oriented distributed learning systems

The subject of the research is the analysis and justification of the use of software engineering processes based on ontologies of data access and representation of access to knowledge bases and knowledge reuse in the language of algebra of finite predicates, which is a class of descriptive logics. This approach allows you to use the advantages of ontologies and logic programming in the refactoring of distributed distance learning systems. The purpose of the work is to create a formalism for describing the interaction of services and algorithms for building web service interfaces for the implementation of an effective SOA system using the paradigm of access to data based on ontologies. To achieve the goal, the following tasks were solved: an analysis of the main types of interaction structures of SOA services, an overview of implementations of systems working with a family of descriptive logic languages, namely, algebra of finite predicates, and a description of the structure of the ontology necessary for the operation of service-oriented systems, which has the markup of the Semantic Web standard using finite predicate algebra equations. The task is an urgent task of ensuring the organization of interaction of Internet resources in the development of distributed virtual learning systems, and such interaction is enabled by the service-oriented architecture of software development. The article examines modern technologies of the Semantic Web and their role in ensuring the creation of applied software systems of distributed learning resources built using distributed interactive services. The considered methods and materials include methods of algebra of finite predicates, theory of algorithms, object-oriented design, theory of unification. The results. The semantics of the SOA system is obtained, which makes it possible to describe SOA systems in the languages of descriptive logic. The effectiveness of the mathematical formalism of the algebra of finite predicates for the tasks of logical analysis of applied ontologies, the use of knowledge reuse methods, and the description of service-oriented systems is shown. The necessity of using algorithms for automatic construction of web interfaces is shown. The conclusions of the work highlight the advantages of the researched solution, namely, algorithms for the automated construction of web service interfaces for SOA architecture, which make it possible to automatically build web service interfaces. Algorithms differ in a more general model and speed of work and require an assessment of complexity.

Understanding experiences and interactions of children with Asperger’s syndrome in Virtual Reality-based learning systems

ABSTRACT Asperger’s syndrome is part of the large group of Autism Spectrum Disorders. Children with Asperger’s syndrome suffer from communication difficulties, which leads to disabilities related to social skills and learning. One of the novel suggested approaches to help in their social interaction and learning has been the use of Virtual Reality environments. Following this path, in this long-term study, we explored the social interaction and communication of children with Asperger’s syndrome within a Virtual Reality-based learning system. Children with Asperger’s syndrome used the system in a controlled environment for three months. By conducting a qualitative study based on Constructivist Grounded Theory methods and the Experimental Analysis of Behavior, involving the children, their teachers and mental health experts, we perceived that after initially demonstrating discomfort with the system’s characters, children interacted with the characters of the VR system, facing their communication difficulties, and expressing emotional states (e.g. fear, shyness, and probable suicidal desire). Based on the results, we provide novel insights related to the perception of children with Asperger’s syndrome regarding the use of Virtual Reality-based learning systems.

Virtual reality-based online learning system adoption: a research framework and empirical study

PurposeVirtual reality (VR) offers unprecedented immersion and interactivity in education, and working and learning from home have become the norm during the COVID-19 pandemic. This study empirically investigated the factors affecting the use of a VR online learning system (VROLS).Design/methodology/approachTo explore factors affecting users’ continuance behavioral intentions toward using VROLSs, a research framework was formed comprising factors that constitute benefits (i.e. pull factors) and costs (i.e. push factors); these factors included perceived value, flow and social influence. The data for this study were collected via online survey questionnaires. A total of 307 valid responses were used to examine the hypotheses in the research model, employing structural equation modeling (SEM) techniques.FindingsPerceived value, flow experience and the number of peers using VR primarily affect the decision to adopt a VROLS. The pull factors of spatial presence, entertainment and service compatibility, along with the push factors of complexity and visual fatigue, affect perceived value. Therefore, we conclude that perceived value is a primary factor positively influencing both flow experience and the decision to adopt the service.Originality/valueThis study contributes to a theoretical understanding of factors that explain users’ intention to use VROLSs.

Student academic success prediction in multimedia-supported virtual learning system using ensemble learning approach

Student academic success prediction in multimedia-supported virtual learning system using ensemble learning approach

Development of virtual learning systems based on artificial intelligence: International experience

The aim of the article is to study and improve the use of artificial intelligence in education by analysing international experience. The main methods used were general scientific methods, documentary analysis, standard statistics, and factor analysis. The study's main results demonstrate the rapid growth in the popularity of artificial intelligence in virtual learning systems in all the countries under consideration. The article reveals a tendency to increase the demand for these technologies. The study concludes that AI has an important role in the educational process and that future research should focus on evaluating its effectiveness in training specific specialists.

Effects of integrating a role‐playing game into a virtual reality‐based learning approach on students' perceptions of immersion, self‐efficacy, learning motivation and achievements

AbstractVirtual contexts play a crucial role in assisting students' learning. Researchers have taken advantage of the potential of immersive virtual reality (VR) for situating students in inaccessible places, and for engaging them in learning activities. Meanwhile, several previous studies have reported that, in VR‐based learning contexts, students' perception of immersion and learning motivation could be low owing to the lack of clear objectives and problem‐solving scenarios. On the other hand, digital game‐based learning is capable of enhancing students' engagement in a task. In this study, we designed a learning approach (namely RPG‐VR) by means of integrating a role‐playing game with VR technology to enhance students' science learning. Furthermore, a quasi‐experiment was conducted to evaluate the students' learning effectiveness via, respectively, providing the RPG‐VR learning approach and the conventional VR (called C‐VR) learning approach for the experimental and control groups. The experimental results indicated that this approach significantly enhanced the students' perceptions of immersion, self‐efficacy and extrinsic learning motivation, in comparison with the C‐VR learning approach. Specifically, students who learned with the RPG‐VR learning approach perceived more immersion in the engagement and the total immersion stages. This study contributes to existing knowledge of VR technology by providing that a digital role‐playing game could reinforce the main characteristics of VR‐based learning environments and enhance students' concentration on a learning task. However, no significant difference was found between the two groups in terms of promoting students' learning achievements, implying that more instructional assistance is needed to improve students' knowledge gains in VR‐based learning environments. Practitioner notesWhat is already known about this topic Virtual contexts play a crucial role in promoting students' learning performances. Virtual reality has been adopted for situating students in inaccessible places to promote their learning. A DGBL context provides students with opportunities for learning that emphasize immersion in practice, resulting in concept acquisition and skill development. What this paper adds An RPG‐VR learning approach was designed by means of integrating a role‐playing game with VR technology to enhance students' science learning. A virtual reality learning system with a role‐playing game was developed based on the proposed approach. This approach significantly enhanced the students' perceptions of self‐efficacy, extrinsic learning motivation and immersion, especially in the engagement and the total immersion stages. A digital role‐playing game could reinforce the main characteristics of VR‐based learning environments. Implications for practice and/or policy The RPG‐VR learning approach could be a notable reference for further research on VR‐based learning environments. More instructional assistance is needed to improve students' knowledge gains in VR‐based learning environments.

Research on the Integration of Laban Movement Theory and Multimedia Technology to Promote the Cultural Inheritance of Chinese Opera

Abstract In the background of the new era, the rapid development of networking and digitization has played a certain role in promoting the dissemination and development of opera culture. First, we normalize the opera action data of the recorded opera performers. Then, based on Laban’s movement theories, we propose a parallel one-dimensional convolutional network and recurrent neural network model that adds a way for attention to splice, encode, and decode the time sequences in the opera action data. Next, we employ the full connection layer to generate a sequence of Laban opera action symbols, enabling the recognition of Laban opera actions. Ultimately, we integrate the model with virtual reality technology to establish a virtual opera learning system. The model tests show that the suggested Laban opera action recognition and automatic generation method works better than the rule-based and template-matching methods for the same period. There is a significant difference (P<0.05) between the experimental group that used the opera virtual learning system and the control group, which was made up of opera fans who learned the old-fashioned way. This was seen in the post-test of technical quality, which looked at posture and foot movements. This paper’s designed system can enhance the interest and impact of opera enthusiasts in learning opera culture while also offering a reference path for the transmission of opera culture and related fields.

Exploring Mechanical Engineering Equipment at TVET Colleges in South Africa, Towards Integrating Virtual and Cyber-Physical Learning

Technical Vocational Education and Training (TVET) colleges are career-focused educational institutions designed to equip students with lifelong technical skills thereby contributing significantly to economic growth. The purpose of this study was to investigate mechanical engineering equipment in three TVET colleges in three South African provinces. The three provinces included in the study were Gauteng, Limpopo, and Free State. The equipment was investigated in an effort to integrate virtual and cyber-physical learning. The research utilized interviews with campus managers and senior lectures on Engineering and Related Design (ERD) to acquire data. A structured questionnaire was also distributed to former ERD students who are currently employed in the mining industry. The equipment of TVET colleges was contrasted to that of the mining industry. According to the research, TVET college equipment is outdated and inadequate, and their practical assessments are not routinely updated. The colleges do not yet have a virtual and cyber-physical learning system in existence, but preparations have been made. However, no intentions for the practical portion of the studies using virtual systems have been considered. The study affirms the need for virtual learning, Virtual Reality (VR), and Augmented Reality (AR) technologies to help students learn about current technology equipment used in the mining industry, as well as to provide sufficient time for practical learning.

Technophilia: Viable Tool for Actualizing Refugee Education

The use of computers and associated hardware, software, and networks, to provide learning through virtual learning systems have become a means of supplementing the existing traditional teaching method. This innovation, though new in a developing country such as Nigeria, is capable of serving the needs and requirements for improving the quality of education in the numerous Internal Displacement Camps in Nigeria. In this research, the education of school-age children in Internally Displaced Persons (IDP) camps is examined with particular focus on the enrollments, and the quality of provided education. Also, case studies of various African countries’ programs geared towards improving the quality of education, and skilling up her students for employment using various Information and Communication Technology (ICT) tools, are presented. The innovations directly or indirectly yielded positive impacts on national economies of the deploying countries. Targeting school age children in the over 140,000 IDP camps in Nigeria with ICT-based learning, will have the triple effect of quality education, skill acquisition, and reduction in the growing number of IDPs in the camps as a result of unwanted pregnancies. National Communication Commission’s Digital Job Creation for Youth (DJCY), which follows a customized boot camp, with the beneficiaries being offered computers with associated connectivity toolset, and set up as Micro, Small and Medium Enterprise (MSME) after training them in ICT services, is recommended for the youth in the IDP, while immersive learning (VR lens) should be used for interactive learning experience for the younger children, with Google expedition for control of accessed content. The framework for refugee education is adapted to specifically focus on ICT-based education, training, and skill acquisition for refugees. Keywords: Quality Education, Virtual Reality, Google Expedition, Internally Displaced Persons, Education Innovation, National Communication Commission (NCC) CISDI Journal Reference Format Olebara, C.C. (2023): Technophilia: Viable Tool for Actualizing Refugee Education. Computing, Information Systems, Development Informatics & Allied Research Journal. Vol 13 No 4, Pp 31-44 Available online at https://www.isteams.net/cisdijournal. dx.doi.org/10.22624/AIMS/CISDI/V14N4P3

Educational innovation: the architecture of digital technologies as a catalyst for change in university teacher training

The aim of this research was to determine the impact of the architecture of digital technologies in university teacher training as a catalyst for change and educational innovation. Methodologically, it is framed in a quantitative approach with a pre-experimental design and an explanatory level, with a sample of 269 teachers out of a total population of 450 at the university. The results show a significant impact of the architecture of digital technologies as a catalyst for change in university teacher training, with an increase of 22.88% from pre-test to post-test. The statistical significance of the results is supported by a P-value of 0.000, which means that it is less than the established significance level (α = 0.05), leading to the acceptance of hypothesis H1: The architecture of digital technologies as a catalyst for change in university teacher education has an impact. In conclusion, the architecture of digital technologies, consisting of the two academic pillar systems: the academic management system and the virtual learning system, contribute to the development of digital skills in key areas such as digital literacy, communication and collaboration, digital content creation and problem solving in virtual environments.

Learner satisfaction with synchronous and asynchronous virtual learning systems during the COVID-19 pandemic in Tehran university of medical sciences: a comparative analysis

BackgroundThe need for electronic learning and its systems, especially during specific circumstances and crises, is crucial and fundamental for users in universities. However, what is even more important is the awareness and familiarity of learners with different systems and their appropriate use in e-learning. Therefore, the present study was conducted to determine the satisfaction of learners with synchronous and asynchronous electronic learning systems during the COVID-19 period at Tehran University of Medical Sciences.MethodsThe present study was a descriptive-analytical study conducted cross-sectionally from the first semester of 2019–2020 academic year until the end of the second semester of 2021–2022 academic year, coinciding with the COVID-19 pandemic. The sample size was determined to be 370 students and 650 staff members using the Krejcie and Morgan table. The face validity and reliability of the research tool, which was a researcher-made questionnaire, was confirmed. Considering a response rate of 75%, 280 completed questionnaires were received from students, and 500 completed questionnaires were collected from employees. For data analysis, absolute and relative frequencies, as well as independent t-test, analysis of variance (ANOVA), and Post Hoc tests in the SPSS software were utilized.ResultsDuring the COVID-19 pandemic, both students and staff members at Tehran University of Medical Sciences showed a relatively decreasing level of satisfaction with electronic learning. There was a significant difference in satisfaction between these two groups of learners regarding electronic learning (P = 0/031). Learners were relatively more satisfied with the offline system called “Navid” compared to online learning systems. Among the online systems, the highest level of satisfaction was observed with the Skype platform.ConclusionAlthough learners expressed relative satisfaction with electronic learning during the COVID-19 period, it is necessary to strengthen infrastructure and provide support services, technical assistance, and continuous updates for electronic learning platforms. This can contribute to more effective and efficient utilization of electronic learning, especially during particular circumstances and crises, or in hybrid models combining online and face to face education and training.

Development of a Virtual Reality Memory Maze Learning System for Application in Social Science Education

Virtual reality (VR) is a 3D space created by computer graphics technology and immersive devices. In addition to providing a new visual experience, users can also interact with others in the virtual world to address any of their needs. In recent years, the application of virtual reality in the field of education has attracted the attention of more and more people. This study combined virtual reality and concepts of spatial memory in wayfinding and memory palace to develop a VR memory maze learning system based on the seven large-scale expedition voyages of Zheng He (1405–1433) in the early Ming Dynasty of imperial China. The objective is to improve memory and efficiency in learning social science by correlating spatial information and organizational skills in the virtual environment. A teaching experiment has been conducted to explore its impacts on learning effectiveness, learning motivation, and cognitive load, as well as learners’ technology acceptance of the VR system. The analysis results indicate that using the VR system for learning social science can improve learning effectiveness; it can also increase learning motivation and reduce cognitive load. The questionnaire results of the technology acceptance model analysis show that most learners were satisfied with various aspects of this system.

Methods of automation and interpretation of the quality educational tests in distributed virtual learning systems

The subject matter of the article is the development of mathematical and algorithmic support for intellectual tools, which allows you to conduct continuous control of the knowledge of students (subjects of study) objectively and comprehensively. The goal of the work is to create methods for assessing the quality of educational tests and automating such processes. The following tasks were solved in the article: formation of a testing model in a distributed virtual learning environment and a validity assessment model based on the content of sets of test tasks. The following methods used are – algebra of finite predicates and operations, methods of mathematical statistics and methods of intellectual data analysis. The following results were obtained – the principles of intellectual analysis of the value of reliability coefficients, validity coefficients, discriminability coefficient, the difficulty index of the task of assessing the knowledge of subjects of training are formulated. Conclusions: the application of methods of formalization of test evaluation, analysis of software requirements, software development confirm the need to introduce quantitative methods of assessing students' knowledge into educational practice. The introduction of quantitative methods involves the correct setting of control goals, the selection of the measurement object and the selection of measurement tools. The use of pedagogical tests contributes to the effective implementation of all control functions and corresponds to its main principles for solving the problem of assessing the quality of tests, based on distributed virtual learning models and analysis methods. A test example of calculations was developed, with the help of which the efficiency of the proposed methods was researched.

Investigating the potential adverse effects of virtual reality-based learning system usage: from UTAUT2 and PPVITU perspectives

ABSTRACT A review of the literature shows that much academic effort has been expended studying information system usage and information technology adoption. However, these theories/models based on psychological research are not specific to the virtual reality context and may not fully capture the nature of virtual reality-based learning system (VR-BLS) usage behavior in the virtual environment. Given the limited utility of existing theories/models, this study aims to build a theoretical model and to validate the psychological and physiological effects of using VR-BLSs. To explore students’ usage intentions, this study integrates the extended unified theory of acceptance and use of technology (UTAUT2), representing the psychological effects, and the perceived physiological vulnerability to IT usage (PPVITU), representing the physiological effects. We empirically examine the research model using a cross-sectional survey, collecting data from a sample of 352 students, and utilizing partial least squares (PLS) for the analysis. Our findings show that the behavioral intention to use VR-BLSs is determined by performance expectancy, social influence, and facilitating conditions. Moreover, PPVITU negatively moderates the association between social influence and the behavioral intention to use VR-BLSs. The results of this study enhance our understanding of the relationship between students’ VR-BLS usage behavior and VR-based education.

Perception of HND Students towards the Use of Virtual Learning Systems in Federal Polytechnic Ede, Osun State

Perception of HND Students towards the Use of Virtual Learning Systems in Federal Polytechnic Ede, Osun State

The Effect of Virtual Presence and Self-Efficacy on Nursing Students’ Evaluation of Virtual Simulation Training

ABSTRACT The study aims to determine the effect of virtual simulation practice in nursing students using the Virtual Patient Learning System Evaluation (VPLSE) tool. The study uses descriptive research, centering on correlation and regression analysis. 295 nursing students in Grades 3 and 4 who have experienced virtual simulation practice within the past year were included. The main variables of VPLSE comprise four sub-domains: nursing knowledge improvement, clinical competency development, confidence in nursing performance, and nursing care plan application. In addition to the VPLSE, two other tools, measuring virtual presence and self-efficacy, were utilized. The VPLSE was significantly positively correlated with virtual presence and self-efficacy, respectively. The VPLSE subdomain of “clinical competency development” had a strong positive correlation with virtual presence. To increase the effect of virtual simulation education, it is necessary to maintain the advantages of virtual simulation practice, such as freedom from space and time, repeated learning, psychological stability and application of nursing plans.

SOA for Dynamically Integrated Virtual Learning Environment Systems with Cloud Based Services

SOA is structural approach for creating services to be reused and shared, so it provides agility and cost saving in software development by dividing the application into multiple software components to be reused in other systems. Cloud computing is truly scalable and provide virtualized resources which users can subscribe. Using a cloud and SOA in virtual learning systems provide a great chance for learners to enhance gained learning outcomes. The adoption of cloud services also assists in reducing the cost of software, hardware, human resources and infrastructure. This paper will use SOA and cloud computing to transfer virtual learning systems in the cloud to be more integrated and interoperable through showing a conceptual model of distributed virtual learning system and using cloud computing combined with services oriented architecture, to contribute in interoperability and integration of e-learning systems in general