Easily applicable social virtual reality and social presence in online higher education during the covid-19 pandemic: A qualitative study

Barreda-Ángeles, Miguel; Horneber, Sophie; Hartmann, Tilo

doi:10.1016/j.cexr.2023.100024

Cited by 3 publications

(1 citation statement)

References 92 publications

(131 reference statements)

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“…At the Maria Grzegorzewska University in Warsaw the PhD students have several lectures, workshops and laboratories related to the ICT. ICT is a part of a broader area including digitization, virtualization, and cloud platforms [3], virtual reality [4] and on-line social presence [5], big data [6], smart/agile education [7], hybrid education [8], [9], Internet of Things/everything [10], etc. All these components effectively contribute to the knowledge organization [11], transformation of the higher education [12], build knowledge society [13], and post-knowledge society [14].…”

Section: Introductionmentioning

confidence: 99%

Doctoral Theses in the Digital Age – ICT use by Social Sciences PhD Students of The Maria Grzegorzewska University

Romaniuk,

Szarfenberg,

Pawłowska

et al. 2024

International Journal of Electronics and Telecommunications

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The article is a result of a complementary advanced publication workshop accompanying the curriculum course exercises for PhD students, on the role of ICT in the research work of a scientist. To fulfill the extended course requirements the participants decided to write relevant paper, if possible, related to their individual research endeavors and their relations to the digital world. The paper consists of a collection of short chapters written by young researchers. They express their own views, based on early research experience, relevant generally to the inclusion of critical digital age components in their theses. The chapters are only moderately consulted by the tutor in the direction of finding a common denominator related to social sciences.

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Section: Introductionmentioning

confidence: 99%

Doctoral Theses in the Digital Age – ICT use by Social Sciences PhD Students of The Maria Grzegorzewska University

Romaniuk,

Szarfenberg,

Pawłowska

et al. 2024

International Journal of Electronics and Telecommunications

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The buffering effects of using avatars in synchronous video conference-based online learning on students’ concerns about interaction and negative emotions

Lim,

Lee

2024

Educ Inf Technol

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The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

Matovu,

Won,

Hernandez-Alvarado

et al. 2024

J Sci Educ Technol

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This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning.

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Easily applicable social virtual reality and social presence in online higher education during the covid-19 pandemic: A qualitative study

Cited by 3 publications

References 92 publications

Doctoral Theses in the Digital Age – ICT use by Social Sciences PhD Students of The Maria Grzegorzewska University

Doctoral Theses in the Digital Age – ICT use by Social Sciences PhD Students of The Maria Grzegorzewska University

The buffering effects of using avatars in synchronous video conference-based online learning on students’ concerns about interaction and negative emotions

The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

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