Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

Nesenbergs, Krišjānis; Abolins, Valters; Ormanis, Juris; Mednis, Artis

doi:10.3390/educsci11010008

Cited by 73 publications

(43 citation statements)

References 53 publications

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“…A possible solution to overcome such a crucial limitation may arise from the use of easily accessible technological solutions that could allow students to collect, straight from their homes, movement-related data that can be integrated into the virtual learning environment and used by the teacher to assess the acquisition of specific skills [31]. Along those lines, a very promising perspective is that provided by the use of augmented reality for immersive learning of hands-on skills [32,33].…”

Section: Discussionmentioning

confidence: 99%

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

et al. 2021

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Laboratory teaching in sport and exercise sciences universities is of fundamental importance as it provides students with the necessary hands-on skills that are indispensable to future kinesiologists. However, due to the COVID-19 pandemic, students in lockdown missed the opportunity to acquire laboratory skills. Here we report the solutions adopted by a blended exercise science Master’s degree program of an online Italian university to ensure didactic continuity in the practice-oriented activities during the period of the COVID-19 lockdown. In order to mitigate this issue, laboratory sessions were replaced with online workshops and students’ satisfaction levels in this regard were investigated in the present study using an online survey conducted on 101 students during lockdown. The survey consisted of 7-point Likert scale items focusing on computer usage (CU), learning satisfaction (LS), social interaction (SI), and perceived value (PV). The analysis of the results revealed a good level of learning satisfaction of the students. Conversely, students perceived a moderate level of social interaction and had a moderate perception that online workshops can enhance their learning abilities. In conclusion, the results of the present study seem to indicate that online workshops can be considered a good and acceptable compromise during an emergency, although face-to-face activities remain the preferable learning delivery modality when dealing with the acquisition of hands-on skills.

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Section: Discussionmentioning

confidence: 99%

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

et al. 2021

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“…The digitalization and gamification of the educational process was adopted to cope with the new remote regime introduced due to the pandemic. The digital regulation, and game as a specific form of activity, however, influence the re-organization of life at work and for learning [70,71]. The lack of responsibility and the position of "things" [72] or "puppets" [73] has a deep impact on the behavior of all participants in learning.…”

Section: Discussionmentioning

confidence: 99%

Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning

et al. 2021

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Research on behavior regulation was carried out after several months of social isolation, provoked by the pandemic, between the months of February and March 2020. In spring 2020, many higher education institutions began to introduce digital tools of education, remote learning, and distance teaching. The reaction during the first weeks and months was negative, but the experience of this remote regime of work and learning continued into the autumn semester due to COVID-19. This experience included the perceptions of new organizational approaches that were needed to regulate digital behavior as a specific type of strategy and choices made in the virtual space. This need was expressed in an understanding of the improvements to be implemented in the organization of educational processes at traditional institutions to efficiently apply the remote learning regime. Between December 2020 and March 2021, six focus groups were conducted to investigate if the regulation of behavior for remote work and learning (work for university administrative staff and academic teachers; studying for students) differed, with informal interviews also conducted to check the validity of the opinions formulated. The hypotheses of the lack of responsibility, and of iterative accomplishment of shorter and simpler tasks, were supported with the data obtained. The hypothesis on an imbalanced vision of mutual interests, and of the assessments of gains and costs of the remote activity, was confirmed. The hypothesis of the externalization of motivation was neither confirmed nor rejected, contradictory opinions were obtained, and, thus, further quantitative study is required. The conclusions based on the obtained results included support for improving the regulation mechanisms required to organize knowledge transfer when digital tools are applied at traditional educational institutions. To enhance the remote regime of learning, redesign and reorganization is necessary when considering the assistance needed by teachers and learners. Specific organizational efforts need to be implemented to restructure the teaching to shorter sequences, to stimulate the creativity of both teachers and learners (due to the readiness to experiment and the lack of critics, and constant access to online bases), and to identify the borders of the “sandbox” to clearly define and articulate the common rules of behavior.

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“…It has been ascertained that with VR techniques students can have a knowledge retention rate of 75% compared to 10% with reading and 5% from lectures [25]. A recent systematic review [26] on the impact of VR on students' performance has identified 24 relevant studies, out of which reported a positive impact of VR on performance, whilst seven revealed a negative one, and six registered no significant impact. Moreover, VR techniques can help in the acquisition of procedural and declarative knowledge as well as the development of skills, such as problem solving, communication, and collaboration [25].…”

Section: Virtual Realitymentioning

confidence: 99%

Embracing Technological Change in Higher Education

Bahja¹,

Kuhail²,

Hammad³

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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Access to information has never been easier, thanks to the rapid development of the internet and communication technologies, and the ubiquity of smartphones and other internet-enabled devices. In traditional classroom learning, teachers provide students with various sources of information that are known to be reliable. Nowadays, especially in a post-pandemic era, students increasingly rely on a host of resources available on the internet. Exposure to vast amounts of scattered information could adversely affect students’ learning process. Meanwhile, pedagogical approaches, classroom learning practices, and student learning activities have evolved significantly to cope with contemporary challenges. This study reviews the current learning practices and the technological interventions in a rapidly evolving higher education landscape. In particular, the challenges when integrating technology into higher education are considered in detail and ways put forward for doing so in that context.

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Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

Cited by 73 publications

References 53 publications

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning

Embracing Technological Change in Higher Education

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