Virtual reality to improve group work skill and self-directed learning in problem-based learning narratives

Abdullah, Junaidi; Mohd-Isa, Wan-Noorshahida; Samsudin, Mohd Ali

doi:10.1007/s10055-019-00381-1

Cited by 57 publications

(36 citation statements)

References 12 publications

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“…Hence, being a self-directed learner means taking initiative to learn for one's intrinsic joy of discovery and development and preparing oneself for the ever-changing world. SDL allows for successful and efficient problem-solving, as evidence suggests that problem-based learners are self-directed in their learning (Jossberger et al 2018;Blumberg 2000;Abdullah, Mohd-Isa and Samsudin 2019).…”

Section: The Importance Of Sdl In Studentsmentioning

confidence: 99%

Reasons why self-directed learning is important in South African during the COVID-19 pandemic

Mahlaba

2020

sajhe

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Section: The Importance Of Sdl In Studentsmentioning

confidence: 99%

Reasons why self-directed learning is important in South African during the COVID-19 pandemic

Mahlaba

2020

sajhe

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“…As shown in Figure. 2, in the classic learning approaches which are referred to traditional learning approaches in this paper, students learn a new theory, memo-rise it and later some problems or scenarios are assigned in order to illustrate on how to use the learnt theory. In PBL, however, before a theory is introduced, a problem is first assigned, then the theory is introduced and later the students will learn how to apply the theory to solve the given problem [16].…”

Section: Fig 1 the Eight Problem Based Learning Essential Elementsmentioning

confidence: 99%

The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes

Widayanti¹

2019

IJELE

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Basic Programming Learning in class X RPL1 in semester 1 has implemented the Problem Based Learning model and runs effectively until it reaches 90% results reaching KKM. Problems occur when there are changes in students in semester 2 because of the industrial class. School regulations state that industrial classes are students who are selected based on psychology and grades in semester 1. In semester 2 industrial classes are placed in class X RPL2 and students who do not enter the industrial class are made one in class X RPL1. The application of the Problem Based Learning model that was implemented previously became less effective, the data at the beginning of semester 2 there were no students from X RPL1 who reached KKM (Minimal Completeness Criteria). This type of research is a classroom action research (CAR). This study aims to measure the feasibility of the learning model and improve the learning outcomes of Class X RPL1 students on Basic Programming subjects by providing innovative learning models that combine the Problem Based Learning and JIGSAW models. The study was conducted in class X RPL 1 of SMK Turen, amounting to 34 students and carried out for 3 cycles. Each cycle consists of planning, implementing actions, observing, and reflecting. The results obtained, the feasibility of learning models in the first cycle reached 64%, in the second cycle amounted to 76%, and in the third cycle reached 92%. Learning outcomes in the first cycle of knowledge are the average value of students is 62.94 with a percentage of completeness of 44.12%. In cycle II has increased, the average value of students is 73.52 with a percentage of mastery learning by 70.59%, while in cycle III the average value of students is 79.71 with a percentage of completeness of 91.18%. Based on the results of the study it can be concluded that the implementation of the Problem Based Learning method and the JIGSAW model are able to improve the learning outcomes of Grade X RPL1 students in the Basic Programming of SMK Turen.

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“…In any case, VR, mainly in developed countries, has gained a presence in educational environments as an alternative approach to the traditional learning experiences [60], since it offers students an interactive three-dimensional environment with characteristics of the real world. Moreover, this allows students not only to experiment with the feeling of being present in the environment with the possibility of interacting with objects within it, but also to observe elements reacting to actions that are not necessarily those of the user [61,62].…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Sustainability of Educational Technologies: An Approach to Augmented Reality Research

et al. 2020

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Technological advancements have posed a challenge to educational institutions in the sustainability of management, research and teaching activities. Virtual technologies have allowed digital transformation to be incorporated into university education—among them, augmented reality (AR). The study examined the evolution of global research on this topic in the period 2005–2019. A bibliometric analysis of 1977 articles was performed, obtaining results of scientific productivity. The evidence showed a growing interest in studying the sustainability of AR in higher education. According to the results, the main category was computer science; the most productive journal was Computer and Education; the authors with the largest number of publications were Nee and Ong, while Wang was the most frequently cited author; the most productive institution was the National Taiwan University of Science and Technology; the United States was the country with the largest number of publications and citations; and, finally, the United States and Spain were the countries with the largest number of international collaborations in their articles. Five lines of research were identified, among which those oriented to the topics of technological resources, computer, simulation, education and learning stand out. It was verified that this research topic has a growing and dynamic interest in scientific activity, and its sustainable approach is confirmed by being linked to the Sustainable Development Goals (SDGs).

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Virtual reality to improve group work skill and self-directed learning in problem-based learning narratives

Cited by 57 publications

References 12 publications

Reasons why self-directed learning is important in South African during the COVID-19 pandemic

Reasons why self-directed learning is important in South African during the COVID-19 pandemic

The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes

Sustainability of Educational Technologies: An Approach to Augmented Reality Research

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