Virtual and Augmented Reality in Education

Gudonienė, Daina; Rutkauskiene, Danguole

doi:10.22364/bjmc.2019.7.2.07

Cited by 41 publications

(24 citation statements)

References 12 publications

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“…The data shows that some organizations continue to ignore AI, others are engaging in strategic AI programs; however, the management of these AI programs, many times are systems to observe the inputs and outputs, but not the internal workings (Garbuio & Lin, 2019). Also, other than initial insight, knowledge about directing AI application remains deficient (Lichtenthaler, 2020b;Shrestha, Ben-Menahem, & Krogh, 2019).…”

Section: Discussionmentioning

confidence: 99%

Artificial Intelligence (AI) and Augmented Reality (AR): Disambiguated in the Telemedicine / Telehealth Sphere

Burton

2021

Scientific Bulletin

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The world is navigating through unfamiliar and incomprehensible times – COVID-19, international economic crisis, and crumbling healthcare systems. The United States (US) healthcare industry is grappling with an increased workload and advancing digitization technological concerns. The failure of organizations to offer suitable cybersecurity controls within the critical infrastructure leads to advanced persistent threat (APT) that could have incapacitating effects on organizations. A keen understanding of cybersecurity is vital for leaders and the need is referenced in US policy that advances a national unity of effort to strengthen and maintain secure, functioning, and resilient critical infrastructure. Akin to the Presidential Policy Directive (PPD) 21 Critical Infrastructure Security and Resilience, leaders’ goals should be to reduce vulnerabilities, identify and disrupt threats, minimize consequences and hasten response and recovery efforts related to critical infrastructure. To address the concern, it is necessary to review how AI and AR serve as co-technologies to support security of patient care and monitoring, examine impacts on individuals’ and overall healthcare organizations, address how enhanced comprehension of AI and AR could guide medical professional leaders’ decisions and boost the overall patient experience. Therefore, this literature review examines AI and AR connections to cybersecurity for the healthcare environment.

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Section: Discussionmentioning

confidence: 99%

Artificial Intelligence (AI) and Augmented Reality (AR): Disambiguated in the Telemedicine / Telehealth Sphere

Burton

2021

Scientific Bulletin

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“…However, there are some risks and negative aspects of the use of this technology in schools. First, the use of this type of application may cause students to isolate themselves from their peers (Gudoniene & Rutkauskiene, 2019;Liou et al, 2017). During the learning process, learners interact with teaching materials, imitate scientists or engineers' ways of producing knowledge/material, and collaborate with their peers, exchange ideas with one another.…”

Section: Discussionmentioning

confidence: 99%

Using Virtual Reality in the Classroom: Reflections of STEM Teachers on the Use of Teaching and Learning Tools

Yıldırım¹,

Şahin-Topalcengiz²,

Arıkan³

et al. 2020

Journal of Education in Science, Environment and Health

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“…VR is gradually gaining popularity (Gudoniene & Rutkauskiene, 2019), and it is already being utilized for adult education and training (Harvie et al, 2020) and teaching disabled children (e.g., Cheng et al, 2017;Freina & Ott, 2015). Most researchers believe that using VR technologies for teaching is a positive initiative (e.g., Tichon, 2012); however, there are also challenges, such as the cybersickness felt by some students (Beadle, 2019) and the association of VR with gaming, which sometimes causes students not to take it seriously (Velev & Zlateva, 2017).…”

Section: Introductionmentioning

confidence: 99%

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

et al. 2021

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Aim/Purpose: This case study examines students’ affective responses to and relationships with two-dimensional (2D) and 360° videos that were experienced with or without low-cost virtual reality (VR) headsets. Background: The prior research on low-cost VR technology is scant. Schools and universities are not financially able to purchase tens or hundreds of expensive inbuilt VR headsets. Therefore, we recommend an alternative, low-cost solution. Methodology: We conducted the experiment with students’ (N=100) responses to videos and VR technologies used in a higher education setting. We also applied a quantitative research approach examined in light of media richness and affective experience theories. Contribution: This study provides evidence of the integral role that VR technologies and 360° video content play, because using low-cost VR headsets potentially decreases the initial affective experiences of 360° videos among students. Although VR headsets improve media richness, they might simultaneously weaken students’ overall affective experiences if they experience usability challenges. Findings: The results showed that using low-cost VR headsets decreased positive user experiences when they were watching 360° videos. The 360° video experience was noted to be better without low-cost VR headsets. Low-cost VR headsets with a smartphone and 360° videos were found to be complicated to set up and use among first-time users. However, 360° videos created a more positive affect than did 2D videos. We also found that the positive affect of videos enhanced the social sharing intention. Recommendations for Practitioners: Educational institutes and teachers with limited financial budgets need to plan and manage courses that increases their need to adopt low-cost VR headsets. However, a poor initial user experience of low-cost VR technology usability might create negative student attitudes, which might hinder VR’s adoption rate in higher education. Recommendation for Researchers: This study provides a new understanding about students’ affective experiences of 2D videos and 360° videos with and without low-cost VR headsets. The results show that positive user experiences of 2D and 360° videos enhance students’ interest in sharing and collaboration in digital learning environments. Impact on Society: The results help educators to predict possible usability challenges in selecting the proper rich media for different learning situations. Additionally, the results assist educators to design VR assisted courses that motivate students. Future Research: The experimental comparison of different VR solutions and traditional learning technologies merits further examination. Additionally, more research is needed to determine the relationship of VR technologies, video content and learning methods, because technological features and content are tightly integrated in VR.

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Virtual and Augmented Reality in Education

Cited by 41 publications

References 12 publications

Artificial Intelligence (AI) and Augmented Reality (AR): Disambiguated in the Telemedicine / Telehealth Sphere

Artificial Intelligence (AI) and Augmented Reality (AR): Disambiguated in the Telemedicine / Telehealth Sphere

Using Virtual Reality in the Classroom: Reflections of STEM Teachers on the Use of Teaching and Learning Tools

Students’ Experiences of 2D and 360° Videos With or Without a Low-Cost VR Headset: An Experimental Study in Higher Education

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