Education and learning are evolving because of the rapid speed of technological advancement in the 21st Century. Virtual Reality (VR) has emerged as one of the high-potential learning technologies for education and training purposes across a vast range of fields. In sport education VR has been utilised to enable learners to access learning environments and experiences for drill-training, complex conceptualisation and problem-solving skills. This paper presents an instructional design map for developing and improving fencing skills utilising VR technology. This interactive fencing training simulation is aimed to help to develop a solid en garde position, balanced movements, correct weapon and body position, as well as providing tactical advice and support for advanced principles of performance. Fencing is a combat sport where fencers compete in three weapon disciplines. This study focuses on one of these weapon disciplines – the foil. To develop a proposed solution three main tasks were undertaken – study of current scientific literature as well as analysis of existing VR fencing training solutions and expert interviews with professional coaches and the professional athletes. This research addresses the lack of a systematised knowledge base by examining scientific literature and analysing case study experience in order to design the basic criteria that will be used in the development of a VR learning experience for fencing training in an immersive VR environment.
Augmented Reality (AR) has been effectively utilised across a diverse range of industries, including entertainment, medicine, the military, engineering and design. In parallel, AR has irreversibly changed the potential for interaction with the learning object across all education levels and a broad variety of disciplines ranging from the introduction of new concepts in Primary Education to more complex learning in STEM (science, technology, engineering, and mathematics), social sciences and humanities in Secondary and Tertiary Education. Current 21st Century research presents evidence that effective application of AR in education can facilitate effective competence acquisition while strengthening learner motivation and ensuring successful knowledge transfer to new contexts. Because of the swiftly shifting demands of the labour market and the immense potential of technology, the learning environment and context has become fundamental for learning in the 21st Century. Interior design as a field is a balance between creative innovation and the unbreakable bond with the physical reality demanding respect for precision and functionality. Major international companies, such as Amazon, Ikea, Wayfair and Target have been successfully utilising AR since the 2010s. Thus, nowadays, interior design education is unimaginable without incorporating AR technology, as this enables educators to deliver new forms of engaging and addressing interior design. AR permits experimentation without losing the attributes of the physical environment, thus allowing learners to gain more practical and diverse experience. This study addresses the lack of a systematised knowledge base, which is necessary to inform pedagogic and instructional decisions for interior design education at the secondary school level by examining scientific literature and analysing case study experience in order to formulate findings and recommendations for interior design educators and course developers.
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