Virtual Educational Environment Research Articles

Effects of team-building on group cohesion, group efficacy, and individual academic performance in virtual learning environment

This study is based on the hypothesis that group cohesion and efficacy have significant effects on the academic performance of individuals in online (virtual) education environments no less than in-person education environments. To that end, this study explores the effectiveness of group activities in a virtual classroom environment using VC (Virtual Conferencing). It is based on a hypothesis that strong group cohesion and efficacy of a learning group influence the individual academic performance. The findings are as follows. First, team-building activities conducted in an online environment can further improve the level of group efficacy. Second, group cohesion formed in the online educational environment has a positive effect on the individual academic performance. Third, group efficacy amplified through online team-building activities mediate the relationship between group cohesion and individual academic performance. The results of the study support the hypothesis that psychological group variables can also affect the individual academic performance even in online educational environments. These findings will be helpful for researchers who are interested in designing educational collaborative activities and system development for computer-supported cooperative learning (CSCL).

ADAPTATION OF TECHNOLOGIES FOR THE FORMATION OF MOTOR ACTIVITY IN THE CONDITIONS OF DISTANCE LEARNING

The article considers the issue of technology adaptation for the purpose of effective formation of motor activity in students in the conditions of distance learning. In the context of modern educational challenges related to the pandemic and the spread of distance learning, the authors explore methods and tools aimed at supporting the physical development of students in a remote environment. Examples of successful practices are considered, including the use of virtual workouts, interactive applications for physical activity and innovative approaches to creating electronic physical education lessons. The results of the study emphasize the importance of integrating technology into the learning process in order to maintain an optimal level of motor activity and take care of the physical health of students in distance learning. The authors emphasize the need to develop effective strategies to promote an active lifestyle in a virtual educational environment.

Students’ Perceptions on Online Teaching and Learning in Higher Education

Virtual environments allow teachers to approach the teaching process inclusively and creatively, to facilitate the effective transfer of learning and to support student learning with new technologies regardless of various barriers. The hereby study evaluates the students’ views concerning the virtual delivery of courses during their learning process taking into consideration their former face-to-face teaching-learning experience. It was based on the theoretical part which included typical aspects of online teaching and learning are presented and the most recent studies in this area are reviewed. Following previous research, we aim to develop an innovative model of successful online teaching and learning in higher education. A questionnaire-based research methodology was designed for 355 students at a university in the North-Eastern region of Romania. The questionnaire with closed-ended items was used for assessing students’ attitudes on the online teaching activity. The results indicate students’ preference for online courses, as well as a number of significant differences, depending on the study specialisation or form of education. Any future changes to online teaching and learning in universities should also take into account students’ and teachers’ views on this particular issue. Such an approach should allow us to see whether and how effective the use of virtual teaching environments can be for both students and teachers in higher education (HE).

THE STRUCTURE OF INFORMATION AND EDUCATION ENVIRONMENT OF A MEDICAL UNIVERSITY

The authors examine the process of transformation of the educational infrastructure of medical universities during the transition to a mixed form of studying while COVID – 19 quarantine. Analysis of scientific publications on the digital transformation of the higher education system has shown the effectiveness of a hybrid model for organizing a virtual learning environment, which combines the ground-based infrastructure of the university and can include private and public cloud services. Hybrid model allows providing appropriate technological conditions for quality organization of teachers' work in online mode of distance learning system. Cloud services allow organizing a virtual group educational environment - a virtual classroom and a personal environment for students. The authors analyzed the changes in the infrastructure of Zaporizhzhia State Medical University in the process of digital transformation of the educational process during the period of COVID-19 quarantine, which became the ground for the development of a structural model of the information and educational environment of the university. The work focuses on the fact that one of the features of the educational process in medical universities is the usage of special learning tools: software and hardware systems for examination of a patient's condition, technical means of telemedicine, classroom self-training sessions for Licensing Integrated Exams “KROK” 1,2,3 on the basis of licensed software, etc. The authors conducted a systematic analysis and identified the technological components of the unified information educational environment of medical HEIs, namely: corporate computer network; workplaces of participants in the development of online courses (designer, lecturer of videoconferencing, moderator of video lectures or webinars, designer of video processing; specialized modeling systems; simulation complexes; software and hardware complexes for processing biological signals; specialized classrooms: computer room of the library, lecture halls for remote video lectures with interactive communication, lecture halls for interactive lectures, media centers for webinars and telemedicine consultations; cloud services . The proposed structure of information and educational environment of a medical university was implemented in the educational process of Zaporizhzhia State Medical University which made possible the creation of a cloud-oriented educational environment. The usage of hybrid cloud model allowed to solve the issue of integration of virtual environments of departments, in particular, territorially remote ones, and the ground infrastructure of the university.

Evaluation of Virtual Learning Environment using DELES questionnaire in Medical Students of Mashhad University of Medical Sciences

Introduction: The environment governing learning is one of the most important influencing factors in education. The outbreak of corona virus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of virus transmission. This study was conducted to determine the status of the learning environment of virtual education of medical students of Mashhad University of Medical Sciences (MUMS) using DELES (The Distance Education Learning Environment Survey) questionnaire. Methods: This cross-sectional study was conducted in the academic year of 2022 at MUMS. Sampling was a multi-stage method. In this way, at first students in different educational levels (basic science, physiopathology, externship and internship) were considered. For gathering data DELES questionnaire was used. Then the link of the tool was shared in internet groups of medical students .Data were analyzed by T-test , ANOVA, Pearson correlation test through SPSS. In all tests p-value was less than or equal to 0.05. Results: A total of 202 medical students with an average age of 22.88±2.48 years were included in the study. The Mean response of participants studied the courses during the semester in the virtual environment was 49.78 ± 27.76 . The participants in the study reported the education situation to be relatively favorable, so that their satisfaction was more in the area of student independence (Relatively favorable) and less in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science students is significantly higher than that of externship and internship students (P<0.001, F=7.861). Also, the results of the T-Student test showed that there is no statistically significant difference between students in terms of gender and marital status, but non-native students were less satisfied than native students in terms of interactions between students and colleagues (P < 0.03). Conclusion: The attitude of the students towards distance education during the covid-19 epidemic in medical students of MUMS was relatively favorable or relative satisfaction. Therefore, in order to improving the situation of distance education, it is recommended to implement methods to increase the support of professors and improve their communication with students in the virtual education environment.

Perceptions of HIV-Related Comorbidities and Usability of a Virtual Environment for Cardiovascular Disease Prevention Education in Sexual Minority Men With HIV: Formative Phases of a Pilot Randomized Controlled Trial.

Sexual minority men with HIV are at an increased risk of cardiovascular disease (CVD) and have been underrepresented in behavioral research and clinical trials. This study aims to explore perceptions of HIV-related comorbidities and assess the interest in and usability of a virtual environment for CVD prevention education in Black and Latinx sexual minority men with HIV. This is a 3-phase pilot behavioral randomized controlled trial. We report on formative phases 1 and 2 that informed virtual environment content and features using qualitative interviews, usability testing, and beta testing with a total of 25 individuals. In phase 1, a total of 15 participants completed interviews exploring HIV-related illnesses of concern that would be used to tailor the virtual environment. In phase 2, usability testing and beta testing were conducted with 10 participants to assess interest, features, and content. In phase 1, we found that CVD risk factors included high blood pressure, myocardial infarction, stroke, and diabetes. Cancer (prostate, colon, and others) was a common concern, as were mental health conditions. In phase 2, all participants completed the 12-item usability checklist with favorable feedback within 30 to 60 minutes. Beta-testing interviews suggested (1) mixed perceptions of health and HIV, (2) high risk for comorbid conditions, (3) virtual environment features were promising, and (4) the need for diverse avatar representations. We identified several comorbid conditions of concern, and findings carry significant implications for mitigating barriers to preventive health screenings, given the shared risk factors between HIV and related comorbidities. Highly rated aspects of the virtual environment were anonymity; meeting others with HIV who identify as gay or bisexual; validating lesbian, gay, bisexual, transgender, queer, and others (LGBTQ+) images and content; and accessibility to CVD prevention education. Critical end-user feedback from beta testing suggested more options for avatar customization in skin, hair, and body representation. Our next phase will test the virtual environment as a new approach to advancing cardiovascular health equity in ethnic and racial sexual minority men with HIV. ClinicalTrials.gov NCT04061915; https://clinicaltrials.gov/study/NCT05242952. RR2-10.2196/38348.

Implementation of virtual reality in foreign language teaching

The article highlights the main features of the virtual educational environment, the advantages and formats of using virtual reality in learning a foreign language. The purpose of the article is to study the role and possibilities of virtual reality as a necessary component in learning a foreign language. The methodological concept is aimed at shaping the role and capabilities of virtual reality as a necessary component in foreign language learning. The results of the study show the importance of the main modules of the multimedia virtual environment for learning cultures and languages in institutions of higher education; the technology of writing a pedagogical script for a computerized course is proposed for the design of distance courses for learning a foreign language, the construction of a high-quality virtual language environment, and the methods of using virtual reality tools are presented. The experimental work was devoted to the study of the role and possibilities of virtual reality as a necessary component in learning a foreign language; the degree of change in the memory of students of higher education, operational characteristics of thinking, perception in the process of using virtual reality educational programs. The change of attention, which is closely related to the functioning of cognitive processes, was also studied.

The use of digital technologies in the development of the spiritual culture of primary school teachers

Relevance. The relevance of this article is conditioned by the flexible development of the educational possibilities of the virtual environment at the present time. From an early age, every student has free access to any information on the Internet, considering this fact, a priority area in the training of teachers is formed, assigning the role of virtual communication in the development of personality since elementary school. The article actualises the content of the development of spiritual culture among modern primary school teachers at the personal and professional levels. The study considers the value bases of the professional activity of primary school teachers.Purpose. The purpose of this research is in the theoretical substantiation and development of methodological theses for the use of a virtual educational environment in the practice of primary school teachers. This article is devoted to the issue of preparing primary school teachers to use a virtual educational environment in their practice for the development of their spiritual culture by means of a virtual educational environment.Methodology. To achieve this purpose, the corresponding tasks were determined, including methods for solving them (namely analysis and modelling methods).Results. As a result of this study, the main problems of using the virtual educational environment were identified, the positions of the selection of material for the development of spiritual culture using the virtual educational environment in the practice of primary school teachers were characterised.Conclusions. Reasoned theoretical provisions and conclusions of the study "The use of the virtual educational environment in the development of the spiritual culture of primary school teachers" base the prerequisites for their practical introduction in the educational process of higher educational institutions in the Republic of Kazakhstan, which will allow solving the issue of selecting conditions, methods, and opportunities for teaching primary school teachers using a virtual educational environment to develop spiritual aspects.

Professional Competencies of a Financial and Economic Specialist in the Conditions Continuous Form of Education

The article was prepared on the basis of studying the professional competence of students required for a graduate of the financial and economic field. The purpose of the study is to form conclusions based on the results of studying the professional competence of students required for a graduate of the financial and economic direction in the conditions of a continuous form of education. Great interest in the development of professional competence of students in a continuous form of education allows us to conclude that this topic is in demand. An important condition for the effective functioning of the continuous education system is the preparation of students to work in a virtual educational environment. Therefore, the issues of professional competence of students of financial and economic direction in the conditions of a continuous form of education should be considered as a multilateral, multifunctional phenomenon in solving educational and cognitive tasks, the essence of which is the formation of professional competence of students. The main function of the educational conditions identified by the authors is the selection and implementation of teaching methods and means that provide an effective solution to educational problems for the development of professional competencies of future specialists. Consequently, we can conclude that during their studies at a university, students must develop a holistic system of universal knowledge, abilities, skills, as well as experience in independent cognitive activity, that is, professional competencies applicable in the conditions of a continuous form of education. Students’ mastery of methods of cognitive activity is due to the fact that during the period of study at a university the foundations of professionalism and competence are laid, and the skills of independent professional activity are formed. In this regard, it is especially important that students, mastering knowledge and methods of obtaining it, realize that independent work on writing scientific papers is intended to complete the tasks of all other types of academic work, because no knowledge that has not become the object of their own activity can be considered a true asset of professionalism and competence.

Reluctance of Students to Utilize Virtual Educational Environments in Public Schools: Real World Experiences

This study aimed to explore the perspectives of public-school students who were hesitant to use the Darsak Educational Platform (DEP) during the COVID-19 pandemic in order to understand their real-life experiences. To achieve the aim of the study, the researchers employed a qualitative approach in its phenomenological form. The study sample consisted of 12 male and female students from various public schools in Jordan. The participants were chosen using an intentional method. Semi-structured interviews were used to collect the data. The study’s findings revealed a variety of causes that contributed to students’ resistance to using DEP. These causes include the students’ lack of readiness to learn through DEP, the DEP’s failure to comply with international design standards, the inadequate physical and technical teaching environment, and the limited digital competencies of teachers needed in the virtual learning environment. Given the findings of this research, the researchers advise that additional consideration should be given to the design of DEP. They also advise providing students with appropriate guidance in the usage of educational platforms.

ВОЗДЕЙСТВИЕ ИНСТРУМЕНТОВ ВИРТУАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ НА РАЗВИТИЕ КОГНИТИВНЫХ НАВЫКОВ У СТУДЕНТОВ

The article examines the impact of virtual educational environment (VEE) tools on the development of cognitive skills in students. The main cognitive processes such as memory, attention, analytical and creative thinking, as well as problem solving abilities are considered. The advantages and challenges of using VEE in the educational process are analyzed. Based on the data obtained, recommendations are proposed for improving educational strategies using VEE.

Virtual Educational Environments: An Investigation into Interactive Immersive Learning in Higher Education

Virtual Educational Environments: An Investigation into Interactive Immersive Learning in Higher Education

An investigation on the application of Ridge regression model in the optimization of virtual practice teaching innovation path of Civics and Politics courses in colleges and universities

Abstract Civic and political affairs course is a key course for colleges and universities to implement the fundamental task of cultivating people with moral character, and the rapid development of network technology and the information age has had a direct impact on the Civic and political affairs course in colleges and universities. This paper puts forward the optimization path of virtual practice teaching for Civic and Political Science courses in colleges and universities from three aspects: establishing a virtual simulation practice teaching website for Civic and Political Science courses in colleges and universities, constructing a virtual simulation practice teaching information resource base for Civic and Political Science courses and optimizing the content system of virtual simulation practice teaching for Civic and Political Science courses. In order to verify the effect of virtual practice teaching, this paper proposes a new determination method as well as a Ridge regression model for the selection of Ridge parameter K in the Ridge trace method by analyzing the existence of Ridge parameter K and the excellence of Ridge estimation. The Ridge regression model was used to examine the impact of virtual teaching on college Civics and Politics classes and found that the standardized regression coefficient beta for the virtual teaching environment is 0.113, showing significant performance. For the virtual practice teaching of Civic and Political Science classes in colleges and universities, the better the virtual teaching environment is, the better the classroom learning effect.

Interactive Design With Gesture and Voice Recognition in Virtual Teaching Environments

Interactive Design With Gesture and Voice Recognition in Virtual Teaching Environments

Classroom well-being through virtual learning environments in higher education from 2021 to 2023

The present research deals with the conditions associated with well-being in the classroom through virtual environments of the student population that attends lessons at a private university located in the Central Headquarters in San José, Costa Rica (Central America). The objective is to analyse the conditions associated with well-being in the classroom through virtual learning environments during the years 2021 to 2023. The research uses a quantitative approach, and the type of study is descriptive and cross- sectional. The study was conducted with 731 active students during the period from 2021 to 2023 who used virtual environments to continue their studies. The sample corresponds to 46.5% of the total population (1570 students). The variables associated with well-being conditions in the classroom were environmental and technological conditions; emotional conditions; social conditions; methodological conditions; and student conditions. The Classroom Well-being Scale in virtual environments was used to collect the information. This instrument has a reliability of 95% and a very high correlation between variables (99%). The results show that, in general, there is well-being in the classroom through virtual environments; specifically, that there is a high level of well-being in the classroom in the following aspects: availability of the virtual platform; respect for all people in the classroom environment; assertive communication in the course activities; and free expression of ideas in a respectful environment. The aspects that reflect well-being in the classroom are: quality of audiovisual resources; availability of learning resources; structure of the virtual environment; student participation; and feeling at ease with the course. The aspects to be reinforced to improve well-being are: activities proposed by the teacher in the course; and peer support in carrying out the course activities.

Virtual Learning Environments as an Assessment Tool in Covid-19 Pandemic

Increasingly, the methods of measurement and evaluation in distance education applications have been discussed in light of the pandemic. In this study, the use of virtual learning environments in higher education as an assessment tool has been examined. The chosen platform for this purpose was the UKEY (Uludağ University Institutional, Educational, and Research Activities Governance System) virtual learning platform. During the 2019-2020 academic year, when the pandemic had a significant impact, online open-ended questions were posed to 46 academics who used the UKEY platform. The preparation of open-ended questions was based on the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Research was designed as a case study, and the collected data was subjected to descriptive analysis. Member checking method was utilized, and how the themes were interpreted was reviewed through semi-structured interviews with five participants. According to the results of the study, the behavioral intentions of the participants towards using the UKEY platform varied. It was found that the platform partially met performance expectations but required considerable effort. Facilitating conditions had a positive impact on users, and in the context of social influence, student behaviors significantly affected the academics. UKEY had not yet become a habit, and these variables were found to have a significant impact on usage intention. The results of the study were discussed within the framework of concepts such as online anonymity, the integration of technology with a pedagogical perspective, and the need for a paradigm change in education.

Feasibility and user-experience of a virtual environment for social connection and education after stroke: A pilot study

ObjectivesTo evaluate the feasibility and usability of stroke survivor participation in an 8-week virtual environment intervention that provides opportunities for social support exchanges, social network interactions, and recovery education. Materials and methodsA single-group, pre- and post-test measure design was used. Descriptive statistics were used to examine enrollment and retention rates, proportion of questionnaires completed, and virtual environment process data (e.g., number of log-ins) and usability scores. Changes in pre- and post-intervention questionnaire (e.g., usability, social support, depression, anxiety, loneliness, and self-efficacy) scores were explored using Wilcoxon signed-rank tests and paired t-test. ResultsFifteen (65 %) of the eligible stroke survivors enrolled (60 % white, 27 % black), 12 (80 %) had an ischemic stroke, ages ranged from 33 to 74 years (mean 44 years), and mean months since stroke was 33 ± 23. Retention and questionnaire completion rates were both 93 % (n = 14). Survivors logged into the virtual environment a total of 122 times, logged an average of 49 min/log-in, and 12 (80 %) attended support groups and social activities. Median usability score indicated lower than average usability. Improvement trends in social support, loneliness, and depressive symptoms were found, but significant changes in mean questionnaire scores were not found. ConclusionsOverall, the results suggest that using a virtual environment to foster social support exchanges, social network interactions, and recovery education after stroke is feasible. Similar to other chronic disease populations, stroke survivor adoption of a virtual environment likely requires ongoing technical assistance, repetition of instructions, and opportunities for practice to reinforce engagement. Trial registrationNCT05487144.

Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea

This study discusses the development of a software-centered EdTech (Education Technology) class model via the implementation of a course titled “3D Time Machine” at a 4-year university in the Republic of Korea over two semesters. The course focused on teaching the 3D modeling software Blender within the history department. The primary objective of offering this course was to equip students from the digital generation with the capability to manipulate digital technology effectively for their sustainable lives and individual development. By studying historical materials and accumulating domain knowledge, students could construct their narratives from their unique perspectives. This aimed to foster their proficiency in digital technology operation, preparing them for a sustainable education environment increasingly centered around virtual worlds. As the use of virtual worlds gains prominence in educational settings, there is a growing need to incorporate curricula that prepare students to thrive in a “leaving no one behind” society as well-prepared citizens. Assessing the digital competencies of contemporary university students and designing instructional models with particular attention to their needs is becoming increasingly important. This research draws insights from interviews, conducted in both face-to-face and written formats, with students who participated in the “3D Time Machine” course. The interviews revealed valuable insights that can be actively incorporated into the development of software-centered EdTech instructional models. They reported that they expanded their perceptions as they learned how to make their ideas tangible. The course helped students overcome their fear caused by the vagueness of digital technology. These opinions significantly contribute to the development of practical digital educational courses that can be easily and rapidly acquired and applied within virtual educational environments. In conclusion, this kind of course effectively employs 3D modeling technology, a software-centered EdTech, as a core element in helping students develop their narratives rapidly and diversely, thereby playing a crucial role in their ability to articulate their unique perspectives.

Interactive Multimedia Vocal Music Teaching System Based on Virtual Reality Technology

Abstract Virtual teaching with the help of virtual reality technology to realize two-way interactive thinking and innovative teaching to create a good virtual learning environment for vocal learners. This paper combines the activity form and learning content of the virtual learning environment, designs the virtual scene, realizes the virtual display and virtual operation with the help of virtual reality technology, and completes the physical modeling of the virtual reality teaching environment. Combined with the objectives of vocal music teaching and the teaching needs of teachers and students, respectively, the teacher’s end, the student’s end of the functional design, the virtual simulation teaching and interactive multimedia vocal music teaching combined, using B/S architecture as the basis, follow the MVC design mode, virtual interactive multimedia vocal music teaching system design. The database design utilizes a top-down approach to demand analysis, using the teaching-centered E-R model and focusing on the three elements of the actual teaching curriculum. The vocal music teaching system underwent environment-building analysis, functional and performance testing, and real-world application testing. The practical application test shows that 92.5% of the students think that the virtual interactive multimedia vocal teaching system has a very strong degree of participation, and 90% of the students think that the virtual interactive multimedia vocal teaching system has a better learning efficiency compared with the traditional teaching mode.

Formation of Professional Competence of Students in the Conditions of Remote Form of Education

The article is devoted to the study of the professional competence of students in distance learning conditions. Significant interest in the development of distance education allows us to conclude that the topic of developing the professional competence of students in the conditions and need for independent cognitive activity is in demand. The article examines the main ways of developing students’ professional competence based on cognitive independence — as one of the components of lifelong education in the conditions of distance learning. One of the conditions for the effective functioning of the distance learning system at a university is the preparation of employees and students to work in a virtual educational environment. Students’ mastery of methods of independent cognitive activity is due to the fact that during the training period the foundations of professionalism and competence are laid, and skills of independent professional activity are formed. Based on the results of the study, recommendations were developed for developing the professional competence of students in distance learning.