A Survey of Pedagogical Affordances of Augmented and Virtual Realities Technologies in loT - Based Classroom

Elkoubaiti, Houda; Mrabet, Radouane

doi:10.1109/cist.2018.8596654

Cited by 6 publications

(7 citation statements)

References 63 publications

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“…The analysis of literary sources showed the high contribution of scientists and practitioners in the development of computer applications, the use of virtual and augmented reality technologies, as well as artificial intelligence objects [8][9][10][11][12][13][14][15][16][17][18]. These works have covered many diverse scientific and technical fields, from the development of object detection systems [19], education [20,21], cinematography [22], equipping scientific laboratories [23], solving tourism problems [24], modeling and optimization [25], to gaming applications [26][27][28]. However, not one work presented the process of expanding the possibilities of developing game artificial intelligence.…”

Section: Introductionmentioning

confidence: 99%

New Game Artificial Intelligence Tools for Virtual Mine on Unreal Engine

Abu-Abed

Zhironkin

2023

Applied Sciences

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Currently, the gamification of virtual reality for training miners, especially for emergencies, and designing the extraction of minerals in difficult technological conditions has been embodied in the Virtual Mine software and hardware. From a software development point of view, Virtual Mine is indistinguishable from other virtual reality games, and this offers a chance to use the potential of rapidly developing game software in mining, including engines, 3D modeling tools, audio editors, etc., to solve a wide range of game development tasks. The chosen direction will optimize the work of developers by providing a tool for developing game artificial intelligence to solve problems that require implementing the behavior of game agents without using a rigidly defined choice of scenarios or chains of these scenarios. The aim of the work is to expand the possibilities of working with game artificial intelligence on the Unreal Engine game engine to make it more functional. As a result, a tool has been obtained that can be used to optimize the time and improve the quality of the development of game artificial intelligence for Virtual Mine using flexible development approaches. The asset editor was developed, application modes and their working tabs were defined, and a graphical node system for the behavioral graph editor was created. A system for executing a behavioral graph is given; algorithms for its operation and features for executing nodes of a behavioral graph are presented.

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Section: Introductionmentioning

confidence: 99%

New Game Artificial Intelligence Tools for Virtual Mine on Unreal Engine

Abu-Abed

Zhironkin

2023

Applied Sciences

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“…There have been challenges in using AR and VR, particularly in education. Elkoubaiti and Mrabet (2018) highlighted technological complexity and cost as two of the reasons for low adoption rates. They also highlighted health issues related to using apparatus such as VR HMDs, which were found to generate nausea and eye and head discomfort for some users.…”

Section: Introductionmentioning

confidence: 99%

“…The research of Valentine et al (2021) has suggested how educators can use VR with large classes without the need for investment in or management of a large amount of VR HMD equipment. Elkoubaiti and Mrabet (2018) have also included a challenge that may be potentially more fundamental, relating to classroom control and pedagogy in the use of the technology (p. 339). They suggested that teachers may find incorporating VR and AR experiences within their pedagogical approaches not to be straightforward.…”

Section: Introductionmentioning

confidence: 99%

“…Huang et al (2010), reflecting upon early use of VR within classrooms, highlighted that those who "apply a new VR technology to educational settings… need to consider carefully how a pedagogy or a learning theory may influence the learning process" (p. 1172) and they suggested a constructivist approach. A further challenge is the potential for learners to use the virtual worlds as "tools for distraction" (Elkoubaiti & Mrabet, 2018) rather than for learning, alongside the fear that learners could be isolated from other learners. There are more prosaic challenges as some HMDs require smartphones to operate, which teachers often expect students to provide.…”

Section: Introductionmentioning

confidence: 99%

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Virtual and augmented reality and pre-service teachers: Makers from muggles?

Taggart,

Roulston,

Brown

et al. 2023

AJET

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This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technology in the classroom. The findings suggest that brief interventions can serve as a means for pre-service teachers to evaluate their digital skills and develop an action plan to enhance them. Additionally, the study highlights the potential barriers to implementation faced by teachers, including the pace of technological change, lack of embedding time and funding constraints. This research contributes to the limited literature on the use of VR in teacher education and suggests that immersive experiences with technology can foster positive attitudes towards innovation, curiosity and skill development. The study provides implications for teacher education programs and policymakers regarding the potential of VR and AR technologies in education and the importance of supporting teachers in developing their digital skills. Implications for practice or policy: Teacher education providers should consider including immersive experiences with VR and AR to increase pre-service teachers’ awareness and evaluation of their potential to support learning. Pre-service teachers and those responsible for supporting them can use VR experiences as a means to evaluate their level of digital skill and identify an action plan to develop and/or update such skills as appropriate.

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“…AR/VR can be used in education to let students interact with digital world to have a better understanding of concepts on its visuals and working making it more interesting for them and helping them in gain knowledge in better way. Revolutionizing the education with AR/VR could be one the major advancements in the 21st Century where the biggest benefit would be for the student where they would be encouraged for more practical based learning through experience and active participations not just by memorization and writing exams [5].…”

Section: Introductionmentioning

confidence: 99%

The Impact Analysis of Augmented Reality and Virtual Reality in Education

2019

ijrte

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Currently, Augmented Reality (AR) and Virtual Reality (VR), are the most disruptive and popular technologies that predominates in every aspects of industry domain. These technologies provide users a visual treat that basic technologies like 2D and 3D have not been able to provide so far. They have extended their realm in all domains of life, from providing the opportunity to visit the Taj Mahal while you are sitting in your living room to finding the correct furniture for your office. The recent update is coming from the world of education, where AR/VR is being implemented to make learning a better experience for all. This technology is being used to make applications that make the process of understanding easier and more likeable for students. For increasing the student motivation, research on AR has showed its extreme usefulness in the process of learning. In this paper we have studied the impact of AR/VR applications on education and it’s benefit while comparing it to the traditional method of teaching using textbooks. We devised various types of evaluation techniques and distributed it to people of all age group and backgrounds. We evaluated the UX by providing the audience to first use a commercial AR/VR application and then record their experience. The results are analyzed in our work and suggestions given to further enhance our study to make the combination of technology and education a success

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A Survey of Pedagogical Affordances of Augmented and Virtual Realities Technologies in loT - Based Classroom

Cited by 6 publications

References 63 publications

New Game Artificial Intelligence Tools for Virtual Mine on Unreal Engine

New Game Artificial Intelligence Tools for Virtual Mine on Unreal Engine

Virtual and augmented reality and pre-service teachers: Makers from muggles?

The Impact Analysis of Augmented Reality and Virtual Reality in Education

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