Technological developments have a positive impact on humans to improve their abilities in line with innovations in the field of education which are increasing day by day. One of them is by increasing intelligence through collaboration between humans and technology called augmented intelligence. In this study augmented intelligence is applied to assist humans in studying human anatomy by utilizing augmented reality technology to perform motion tracking that can control 3D assets to follow it. The anatomy learning platform that was built was named AIVE (Artificial Intelligence on Virtual Education) with an architectural system consisting of a frontend for interface needs and AR platform development, there is also a backend for streaming databases and AI algorithms. Measurement of satisfaction and interest based on the PIECES framework is also carried out to determine the user’s response to the platform being built. The results show a satisfaction level of 4.12 and an interest of 4.10 which means that users are satisfied and interested in the human anatomy tracking platform that is accessed via smartphones.

One of the appropriate ways to improve learning is to create innovations to attract students' interest in learning. To support this, UPDL-Semarang introduced the concept of learning through game-based learning in the practice of assembling and disassembling scaffolding or called GS-PVE. The purpose of this study is to analyze the factors that influence the interest in the application of GS-PVE. To achieve these goals, there are several factors, i.e., Authenticity, Engagement, Learning Motivation. This study uses quantitative research with a sample of 53 respondents which aims to collect data through Structural Equation Modeling (SEM). Validity and reliability tests were also applied to measure the validity and reliability of the data collected, the results obtained showed that all items were valid and reliable. The results of the proposed hypothesis that learning motivation has a positive and significant effect on interest in using the GS-PVE application with a p-value of 0.004 and the highest coefficient value of 0.514. This is in accordance with the hypothesis proposed, students like the concept of game-based learning in the GS-PVE application, students also operate the application for a long time. This research model shows that Authenticity, Engagement, and Learning Motivation that explain the variable Interest in Using the GS-PVE Application is 55.0\%, based on the value of R-Square 0.550, the rest can be influenced by other factors outside the variables studied.

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The Corona-Virus Disease 2019 (COVID-19) pandemic has impacted all levels of society and has disrupted all aspects of life, including education. On the other hand, the current crisis is rekindling the need for online learning opportunities and virtual education programs. Most medical schools have responded to this by turning to online or video-based learning. In the face of a pandemic, maintaining standards in medical education, keeping clinical knowledge on track, and minimizing assessment disruptions are complex tasks to complete. This new environment requires adaptation to prepare future doctors for their roles better. This research will implement an immersive medical learning platform by integrating the real immersive experience of Virtual Reality (VR) into medical education. The use of VR in this study has given satisfaction to users through the PIECES framework analysis by getting a score between 3.9 - 4.2 from the measurement of user satisfaction which means that users are satisfied with the offerings and services of this platform.

The progress of VR technology is undeniably rapid and reaches many sectors unrelated to what it first came out of entertainment. Today, many educational, health care, company training, etc., use and utilize VR in one way or another as their first step to familiarize a concept or procedure with their members or workers. The advantages of implementing educational content with VR are ease of development, cheap operational cost, and safety. This kind of approach is a good step considering the impact of VR technology on those cases. However, because the leading device for VR is a standalone VR, some things to consider are performance and visualization. Some early adaptations have these problems, performance issues, and the realism of visualization shown on the VR application. We can minimize those problems by meticulously optimizing 3D assets used in VR applications. The optimization method improved the average FPS on CBIVT by 14.02% on Quest 1 and 8.99% on Quest 2. The GPU utilization level percentage of Quest 1 decreased by 6.73%, and the Quest 2 GPU utilization level percentage decreased by 11.72%. On the other metrics, the user's comfortability also increases because of the enhancement of performance on the CBIVT application. These changes are marked by the increase in Important and Satisfactory levels to 4.26 and 4.16, respectively.

Virtual Reality (VR) technology is a computer technology capable of replicating a real environment into an immersive world. VR is also capable of simulating the user's physical condition so that they are able to interact. In the world of education as a support for educational activities, especially for vocational high school students who are more dominant in practicum, this study aims to show the results of the early stages of implementing Fiber Optic (FO) learning support modules. The module development process is carried out in several stages: scenario preparation, 3D asset development with low poly optimization, scenario integration with 3D assets, triggering every interaction, multiuser settings, and implementation. To build a good VR Fiber Optic application, measurements using OVR metrics are carried out. This measurement aims to determine the reliability of the application that affects the user experience. In the OVR metric measurement, the highest FPS value is 43, and the lowest FPS value is 27. The value obtained is good enough to run VR applications with low poly asset composition. Measurement of the level of user satisfaction is also carried out by using the PIECES Framework. From the measurement results, the value of each variable is in the range of 3.4 - 4.91, which means that users are satisfied with the VR FO application as a virtual learning support module. This research shows that Virtual Reality technology can provide an overview of practicum that is easy to access and not limited by space and material.

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