Designing the next generation of virtual learning environments &amp;#x2014; Virtual laboratory with remote access to real telecommunication devices

Hristov, Georgi; Zahariev, Plamen; Bencheva, Nina; Ivanov, Ivaylo

doi:10.1109/eaeeie.2013.6576517

Cited by 10 publications

(4 citation statements)

References 4 publications

(5 reference statements)

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“…Moreover, for distance learning, learners' geographic location is meaningless since all of the applications studied were intended to mimic real-world learning environments. Students can access the course materials and services of leading institutions worldwide by distance learning, and several surveys have shown that virtual reality enables students to enjoy the process of learning even in distance learning programs [21]. Students are expected to operate essential resources on institutions [22].…”

Section: Virtual Reality As Pedagogicalmentioning

confidence: 99%

Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review

Asad

Naz

Churi

et al. 2021

Education Research International

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Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students’ experiential learning. This review aims to explore and understand the effect of virtual reality on students’ experiential learning by reviewing twenty-six selected articles. The selected studies have followed various methodologies and are from different contexts. This review study aims to present a systematic literature review for understanding and exploring the effect of virtual reality as a pedagogical tool for enhancing students’ experiential learning. Nine themes were identified, which are (a) virtual reality as pedagogical tool, (b) virtual reality as emerging educational technology tool, (c) virtual reality as digital transformation, (d) virtual reality as teaching-learning model, (e) virtual reality as architectural pedagogy, (f) virtual reality for communication skills, (g) virtual reality for reading and writing skills, (h) virtual reality for social learning, and (i) virtual reality for experiential learning. Thus, it is found that virtual reality is used as a pedagogical tool for various subject areas for encouraging involvement. It is helpful in medical, engineering, language, and social learning, as it provides a chance to get first-hand experience of the environment. Also, it helps learners to engage in a presented virtual environment and experience the sense of presence in it and enhances students’ experiential learning. Therefore, this review found virtual reality as an essential pedagogical tool for strengthening students’ experiential learning.

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Section: Virtual Reality As Pedagogicalmentioning

confidence: 99%

Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review

Asad

Naz

Churi

et al. 2021

Education Research International

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show abstract

“…Allcoat et al [55] found that when it came to recalling information, immersive virtual reality as a pedagogical tool outperformed video or textbook instruction, but this did not hold when interpreting the content. Furthermore, several surveys have shown that virtual reality enables students to enjoy the process of learning even in distance learning programs [56]. Mado et al [57] also discovered VR to be an effective tool for pupil engagement in learning during remote learning due to the COVID-19 pandemic.…”

Section: Virtual Reality As An Opportunity For New Pedagogical Approa...mentioning

confidence: 99%

Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland

Cowan

Farrell

2023

Education Sciences

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This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for technology-enhanced learning (TEL). Building on previous research on ITE tutors’ use of TEL across the island of Ireland, this paper discusses the synergy between the cognitive apprenticeship model and reverse mentoring that upends the classic co-operating teacher/student teacher hierarchy and positions all partners in ITE programmes as learning leaders at key points in the partnership process. An online survey comprising 51 items was administered to a purposive sample of 50 ITE tutors from four ITE providers, two in Ireland and two in Northern Ireland (NI), who were selected due to their developing interest in the use of virtual reality in teacher education. Data analysis using SPSS combined with thematic analysis of open-ended responses revealed that although the majority of ITE subject methods tutors conveyed open-minded and willing attitudes to embrace VR in the future, they identified a number of systemic issues that need to be addressed first. These include the disconnect between innovative pedagogical practices presented in university-based modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based ‘readiness’ of ITE tutors to embed VR in their subject-specific teaching; and the need for curriculum-focused, VR resources for school-based use. As a result of this study, an incremental, cyclical approach to growing the body of knowledge around VR pedagogy is proposed in conjunction with new forms of collaboration between the partners in ITE.

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“…VR's ability to replicate real-life scenarios makes it an ideal tool for conducting hazardous experiments that would be impractical or dangerous to perform in a traditional laboratory setting [17]. Additionally, VR facilitates distance learning and virtual laboratories, enabling students to access educational resources from anywhere in the world [18]. As a novel pedagogical approach, VR has demonstrated its effectiveness in boosting student motivation, a crucial factor in shaping student attitudes towards learning [19].…”

Section: Introductionmentioning

confidence: 99%

Immersive Learning in Photovoltaic Energy Education: A Comprehensive Review of Virtual Reality Applications

Alqallaf,

Ghannam

2024

Solar

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This paper presents a comprehensive and systematic review of virtual reality (VR) as an innovative educational tool specifically for solar photovoltaic energy systems. VR technology, with its immersive and interactive capabilities, offers a unique platform for in-depth learning and practical training in the field of solar energy. The use of VR in this context not only enhances the understanding of solar photovoltaic (PV) systems but also provides a hands-on experience that is crucial for developing the necessary skills in this rapidly evolving field. Among the 6814 articles initially identified, this systematic review specifically examined 15 articles that focused on the application of VR in PV education. These selected articles demonstrate VR’s ability to accurately simulate real-world environments and scenarios related to solar energy, providing an in-depth exploration of its practical applications in this field. By offering a realistic and detailed exploration of PV systems, VR enables learners to gain a deeper understanding of harnessing, managing and using such a vast energy resource. The paper further discusses the implications of employing VR in educational settings, highlighting its potential to change the way solar energy professionals are trained, thereby contributing significantly to the acceleration of photovoltaic technology adoption and its integration into sustainable energy solutions.

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Designing the next generation of virtual learning environments — Virtual laboratory with remote access to real telecommunication devices

Cited by 10 publications

References 4 publications

Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review

Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review

Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland

Immersive Learning in Photovoltaic Energy Education: A Comprehensive Review of Virtual Reality Applications

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